Facilitator’s Guide
Math K-5
Going Deeper with
Content and Practice
Session Description
Participants will engage in activities and discussion as they develop and refine strategies to create a
classroom culture that encourages mathematical discourse. Key shifts in content and practice will
be explored. A dice game will be introduced to develop students’ ability to create viable arguments
and critique the reasoning of others.
Goal of the Session
•
•
•
To develop strategies to incorporate the Standards for Mathematical Practice.
To explore the content shifts required by the Common Core State Standards for Mathematics.
To experience a math activity that blends content and practice standards.
Materials

Poster paper, 8.5”x11” paper, markers, dice, internet connection, projector and speakers
Handouts
 Standards for Mathematical Practice
 Key Shifts in CCSS Mathematics
 CCSSM pages 9-38 (optional) from http://www.corestandards.org/the-standards
 K-5 Cluster headings matrix (K-2, 3-5 copied back to back)
 Roll a Fraction Directions
 4.NF.2 Dice game task
Pre-session Preparation
1.
2.
3.
4.
Review the Power Point and Facilitator’s Guide.
Review the Standards for Mathematical Practice.
Play the Dice Game.
Decide if you need to provide copies or access to the CCSSM K-5 standards or ask participants to
bring their own.
5. Check Internet capability or pre-load the video.
TIME
5 min
CONTENT/ACTIVITIES
MATERIALS
Introduction and Objectives
Slides 1-2

5 min
The diagram on the introduction slide is a Wordle
(www.wordle.net) emphasizing the key terms of
Mathematical Practice 3. This standard is
provided in the notes section of slide 1.
Why can’t we be friends?
Poster paper
Slide 3
Markers


Say, “We will be doing some math together today
so we need to set some norms for our session.”
Pose the questions and chart the answers. Post
prominently and refer to Norms chart throughout.
Note: Throughout the session model strategies for
creating a discourse rich classroom.
5 min
Standards for Mathematical Practice
Slide 4
Handout:




Standards for Mathematical
Practice

Distribute the Standards for Mathematical Practice
Discuss what teachers know of the Math Practices.
Explain that the Practices are for all students K-12.
They indicate what proficient math students should be
able to do.
Have them glance over the standards.
K-5 Going Deeper with Content and Practice
TIME
CONTENT/ACTIVITIES
Standard for Mathematical Practice 3
10 min
Slide 5

Ask participants to read SMP 3 and follow the
directions on the slide.
Model “Think- Ink – Pair –Share” strategy.
Think--First ask participants to consider the questions
Ink-- Then write their thoughts on paper
Pair—Then share with a shoulder partner
Share-Then share with the larger group
Facilitator Background information:
This quote is the first paragraph on the SMP page of the
CCSSM page 6
“The Standards for Mathematical Practice describe
varieties of expertise that mathematics educators at all
levels should seek to develop in their students. These
practices rest on important “processes and proficiencies”
with longstanding importance in mathematics education.
The first of these are the NCTM process standards of
problem solving, reasoning and proof, communication,
representation, and connections. The second are the
strands of mathematical proficiency specified in the
National Research Council’s report Adding It Up: adaptive
reasoning, strategic competence, conceptual
understanding (comprehension of mathematical concepts,
operations and relations), procedural fluency (skill in
carrying out procedures flexibly, accurately, efficiently and
appropriately), and productive disposition (habitual
inclination to see mathematics as sensible, useful, and
worthwhile, coupled with a belief in diligence and one’s
own efficacy).”
K-5 Going Deeper with Content and Practice
MATERIALS
TIME
10 min
CONTENT/ACTIVITIES
Envision a Common Core Math Class
Slide 6





Introduce the video.
This is an 8-minute video of a teacher building a
discourse-based classroom environment.
The blue sentence on the slide is a link to the
video.
It’s a good idea to pre-load the video to be sure it
runs smoothly
You will need speakers.
http://www.edutopia.org/math-social-activitycooperative-learning-video?page=2
10 min
MATERIALS
Illinois≠Alaska
Slide 7



Lead a discussion about the video
How does what Mr. Optiz is doing in Alaska relate
to Practice Standard 3 here in Illinois?
Discuss being intentional about creating a class
where Math Practices can happen.
Once we have the students engaging in discourse next we
need content standards!
K-5 Going Deeper with Content and Practice
Internet connection or downloaded
video and speakers.
TIME
5 min
CONTENT/ACTIVITIES
Instructional Shifts
Handouts
Slide 8
Key Shifts in CCSS Mathematics








10 min
MATERIALS
Handout “Key Shifts in CCSSM”
Discuss the Handout
Think about focus. As teachers of the common
core we need to get to deeper understanding and
we cannot do that with our current mile wide and
inch deep curriculum. We need to focus.
We cannot teach all topics at all grade levels!
So where should we focus instruction?
If teachers have their CCSSM direct their attention
to the critical area for their grade level.
Highlight Focus: Teachers use the power of the
eraser and significantly narrow and deepen the
scope of how time and energy is spent in the math
classroom. They do so in order to focus deeply on
only the concepts that are prioritized in the
standards so that students reach strong
foundational knowledge and deep conceptual
understanding and are able to transfer
mathematical skills and understanding across
concepts and grades.
www.engageNY.org has a nice shift handout on all
the shifts
Optional: CCSSM Content
Standards for K-5 from
http://www.corestandards.org/thestandards
Coherence and Focus
Slide 9









Distribute Cluster Spreadsheet
The actual standards are listed in bold
This document is a reference that should be used
in conjunction with the CCSSM and the
Progressions.
Direct teachers to look at matrix of K-5 clusters
Ask teachers to look at the K-2 clusters.
What do you notice?
Other topics normally taught have been removed
or shifted to allow teachers to focus.
Share ideas…Bring attention to fractions
The focus on fractions is 3-6th grade
K-5 Going Deeper with Content and Practice
K-5 Cluster headings matrix (K-2, 35 copied back to back)
Optional: CCSSM Content
Standards for K-5 from
http://www.corestandards.org/thestandards
TIME
10 min
CONTENT/ACTIVITIES
Fractions, Fluency and Fun
Slide 10-11
Another important idea in the common core is to work
toward fluencies.
Not through repetitive worksheets but through repeated
use.

Say” Now we are going to look at fractions as an
example of fluency, focus and coherence.”
The next activity will focus on Content Standard:
4.NF.2 Compare two fractions with different numerators
and different denominators, e.g., by creating common
denominators or numerators, or by comparing to a
benchmark fraction such as 1/2. Recognize that
comparisons are valid only when the two fractions refer to
the same whole. Record the results of comparisons with
symbols >, =, or <, and justify the conclusions, e.g., by
using a visual fraction model.
An optional video about fractions is below.
http://www.youtube.com/watch?v=lMLZexFH50c
K-5 Going Deeper with Content and Practice
MATERIALS
TIME
10 min
CONTENT/ACTIVITIES
MATERIALS
Roll A Fraction
Slide 12-13





Ask participants to sit next to a partner.
Distribute one piece of blank paper and a die to
each pair of players. Have them set up their paper
as illustrated on the slide.
Go to slide 10 and explain the game
Ask participants to play at least 4 rounds.
They should be able to justify why their fraction is
greater with word, pictures or symbols.
Dice (one die per 2 players)
8.5”x11” paper
Dice game directions handout
Or



10 min
Distribute Dice game handout
Instruct participants to use black line master
provided in handout.
The directions are on the handout
Reflect and Connect
Slide 14



Ask participants to think about the questions on
the slide:
o Write your strategy for winning.
o How did you decide which fraction was
greater?
o Who could play this game?
o What Mathematical Practice Standard(s)
were used?
Discuss the advantage of having a discourse
around math.
Partner work means all kids are talking not just a
few talking and following directions.
20 min
Differentiate the Game
CCSSM for K-5
Optional
Slide 15
Content Standards

Ask participants to follow directions on the slide.
This slide is optional and could be skipped.
K-5 Going Deeper with Content and Practice
TIME
5 min
CONTENT/ACTIVITIES
Share and Compare
Slide 16


Engage teachers in discussion
How could they modify this activity to other
content standards?
Some ways to adapt the game are listed on the
slide.
There are many more.


5 minutes
Wrap-Up
Slides 17-18


Direct participants to more CCSSM resources on
the ISBE website under Common Core.
Do evaluations as necessary.
K-5 Going Deeper with Content and Practice
MATERIALS