New York State Common Core
P-5
GRADE
Network Team Institute
Rigor Breakdown:
Conceptual Understanding
Grades 3–5
Sequence of Sessions
Overarching Objectives of this February 2013 Network Team Institute




Participants will explore GK—M5 and G3—M5 and be prepared to train others to teach these
modules.
Participants will examine the K–5 progressions documents and the sequence of standards
foundational to developing an understanding of fractions and be prepared to train others to enact
cross-grade coherence of fraction development in the classroom.
Participants will deepen their study of rigor by examining its relationship to coherence using
examples from GK—M5 and G3—M5 and be prepared to train others to promote coherent and
balanced instruction.
Participants will explore a natural development of RDW and tape diagraming skills and be prepared to
build proficiency in students and teachers new to the process.
High-level Purpose of this Session




Examine the conceptual understanding component of rigor in G3—M5.
Explore the conceptual understanding component of rigor through selected content of grades 4 and
5.
Explore how cross-grade coherence is accessible through the conceptual understanding component
of rigor.
Recognize opportunities to emphasize the Standards of Mathematical Practice during activities that
promote conceptual understanding.
Related Learning Experiences



This session is the beginning of a three-part series on the components of rigor, which will provide
examples of all three components of rigor in G3—M5 and give guidance to participants for enacting
rigor in grades 4 and 5.
This session, preceded by a session on coherent development of fractions across the grades, also
explores the expression of coherence through the conceptual understanding component of rigor.
Participants will build upon their work in this session during the next two sessions focusing on the
Session 3:
Date:
© 2012 Common Core, Inc. All rights reserved. commoncore.org
Rigor Breakdown: Conceptual Understanding Grades 3-5
3/22/16
1
NYS COMMON CORE MATHEMATICS PD
Rigor Breakdown: Conceptual Understanding
other components: procedural skill and fluency, and application.
Key Points




Conceptual understanding can be promoted in a variety of ways including use of concrete and
pictorial models, real-world contexts, conceptual questioning, and writing/speaking about
understanding.
Each of these ways for promoting conceptual understanding can be used to coherently bridge gaps in
prerequisite knowledge.
Content knowledge directed by the standards and the progressions is required to provide coherent
and balanced instruction.
Many activities that promote conceptual understanding, also address the Standards of Mathematical
Practice.
Session Outcomes
What do we want participants to be able to do as a result of this session?




Recognize conceptual understanding activities in G3—M5.
Select concrete and pictorial materials for use in lessons related to the development of fractions
across the grades.
Compose conceptual questions that promote coherence and conceptual understanding in the
classroom.
Understand and convey to others the importance of content knowledge directed by the standards
and progressions in delivering coherent and balanced instruction.
How will we know that they are able to do this?


Participants will report preparedness for implementing activities that promote conceptual
understanding, across the grades, as described in A Story of Units.
Participants will share their grasp of conceptual understanding implementation and its importance
with colleagues, providing examples of how it is implemented in A Story of Units.
Session 3:
Date:
© 2012 Common Core, Inc. All rights reserved. commoncore.org
Rigor Breakdown: Conceptual Understanding Grades 3-5
3/22/16
2
NYS COMMON CORE MATHEMATICS PD
Rigor Breakdown: Conceptual Understanding
Session Overview
Section
Opening
Conceptual
Understanding –
Concrete and
Pictorial Models &
Real-World Contexts
Time
0:00-0:05
(05 min)
0:05-0:45
(40 min)
Conceptual
Understanding –
Conceptual
Questioning &
Writing and
Speaking About
Understanding
0:45-1:10
(25 min)
Closing
1:10-1:15
(5 min)
TOTAL TIME
75 min
Overview
 Link to previous sessions; frame the
session, referencing the agenda
 Provide an overview of conceptual
understanding as defined in the
Shifts
 Review the flow and objectives of
this session
 Identify concrete and pictorial
model use that promotes
conceptual understanding in G3—
M5.
 Select concrete and pictorial model
use to promote understanding in
selected topics of grades 4 and 5.
 Consider adaptions to the models
that bridge gaps in prerequisite
knowledge
 Reflect on ensuring coherence
across grades PK– 5.
 Identify use of conceptual questions
(oral and written) that promote
conceptual understanding in the
modules.
 Select conceptual questions to
promote understanding in selected
topics of grades 4 and 5.
 Consider additional questions that
assess prerequisite knowledge,
consolidate prerequisite knowledge,
and bridge gaps in prerequisite
knowledge.
 Summarize key points
 Reflect on the role of conceptual
understanding in coherent and
balanced instruction
Session 3:
Date:
© 2012 Common Core, Inc. All rights reserved. commoncore.org
Prepared Resources
 PowerPoint Presentation
Facilitator Preparation
 Review session notes and
PowerPoint presentation.
 Grade 3—Module 5
 Fraction Strips
 Video Clip: Inches and Centimeters
 Grade 3—Module 5
Rigor Breakdown: Conceptual Understanding Grades 3-5
3/22/16
 Download and review clip.
3
NYS COMMON CORE MATHEMATICS PD
Rigor Breakdown: Conceptual Understanding
Session Roadmap
Opening
Time: 0:00-0:05
[5 minutes] In this section, you will…
 Link to previous sessions; frame the session, referencing the agenda.
 Provide an overview of conceptual understanding as defined in the Shifts.
 Review the flow and objectives of this session.
Materials used include:

Session PowerPoint
(SLIDE 1) We have just completed a thorough walk through of the standards and related progressions documents that
lay the foundation and then continue the work of Grade 3—Module 5: Fractions as Numbers on the Number Line. Now
we will begin a series on the three components of rigor.
(SLIDE 2) We will start with conceptual understanding, and then continue with fluency and applications.
(SLIDE 3) Those of you attending our last NTI may be wondering how these sessions will differ from the sessions
presented in November. Let’s begin by looking at our new objectives.
(SLIDE 4) To address the first objective, we’ll first take a look at examples of conceptual understanding from G3—M5.
Next, we’re really going to hone in on implementing conceptual understanding ourselves. We’ll do this by going
through the related content from grades 4 and 5 and strategizing on how to best provide conceptual understanding of
these topics.
The third objective is the exploration of how cross-grade coherence is accessible through the conceptual understanding
component of rigor.
Specifically we will want to consider how to:
 Follow the learning path outlined in the progressions and delineated by the standards
 And how to use that awareness to make choices that bridge gaps in prerequisite knowledge.
During all this, we will continue to look for meaningful opportunities to incorporate the Standards of Mathematical
Practice.
(SLIDE 5) Let’s begin by revisiting the definition of conceptual understanding. Here we have an abbreviated excerpt
from the Instructional Shifts. Take 30 seconds to read it and consider how conceptual understanding is evidenced.
What does it look like and sound like when this is successfully occurring?
“Teachers teach more than ‘how to get the answer’ and instead support students’ ability to access concepts
from a number of perspectives so that students are able to see math as more than a set of mnemonics or
discrete procedures. Students demonstrate deep conceptual understanding of core math concepts by
Session 3:
Date:
© 2012 Common Core, Inc. All rights reserved. commoncore.org
Rigor Breakdown: Conceptual Understanding Grades 3-5
3/22/16
4
NYS COMMON CORE MATHEMATICS PD
Rigor Breakdown: Conceptual Understanding
applying them to new situations as well as writing and speaking about their understanding.”
(SLIDE 6) Now, let’s spend two minutes working with your partner to describe what it looks like / sounds like when
conceptual understanding is occurring in the classroom. Share specific examples with your partner. (Select volunteers
to share their reflections.)
(SLIDE 7) In the last NTI we explored conceptual understanding in a few ways: using concrete and pictorial models
combined with real-world contexts, and using conceptual questioning to get students speaking and writing about
understanding. Today we will re-examine these in groups of two.
(SLIDE 8) We’ll start by examining concrete and pictorial models and contextual situations. And then dig in to
conceptual questioning to get students writing and speaking about understanding.
(CLICK TO ADVANCE ANIMATION, REVEALING THE THREE BULLETS.)
For each of these two we will go through the same three activities: examining examples from the Grade 3 module,
selecting strategies for standards in grades 4 and 5, and then considering ways to bridge gaps in prerequisite
knowledge.
So let’s get started with a lesson enactment of conceptual understanding using models and real-world contexts from
Grade 3—Module 5.
Conceptual Understanding – Concrete and Pictorial Models and Real-World Contexts
Time: 0:05-0:45
[40 minutes] In this section, you will…

Engage in a lesson enactment of activities from lessons in G3—M5 that promote conceptual understanding
using models and/or contexts.
 Select models and/or contexts to promote understanding for topics in fraction development from grade 4 or 5.
 Consider adaptions to models and/or contexts that bridge gaps in prerequisite knowledge.
 Reflect on ensuring coherence across grades PK–5.
Materials used include:


Grade 3—Module 5
Fraction Strips
(SLIDE 9) As an example of models and contexts from G3—M5 we will enact the conceptual understanding portion of
Lesson 14. As we go through the example, reflect on what mathematical practice(s) you see occurring.
Introducing the number line model.
Measure a Line of Length 1 Whole:
Session 3:
Date:
© 2012 Common Core, Inc. All rights reserved. commoncore.org
Rigor Breakdown: Conceptual Understanding Grades 3-5
3/22/16
5
NYS COMMON CORE MATHEMATICS PD




MP.7


Rigor Breakdown: Conceptual Understanding
Draw a horizontal line with your ruler that is a bit
longer than 1 of your fraction strips.
Place a whole fraction strip just above the line
you drew.
Make a small mark on the left end of your strip.
Label that mark 0 above the line. This is where
we start measuring the length of the strip.
Make a small mark on the right end of your strip.
Label that mark 1 above the line. If we start at 0,
the 1 tells us when we’ve travelled 1 whole
length of the strip.
Measure the Unit Fractions:
 Place your fraction strip with halves above the
line.
 Make a mark on the number line at the right end
of 1 half. This is the length of 1 half of the
fraction strip.
1
 Label that mark 2. Label 0 halves and 2 halves.
 Repeat the process to make measure and make
other unit fractions on a number line.
Draw Number Bonds to Correspond to the Number Lines:

What do both the number bond and number line
show?

Which model shows you how big the unit fraction
is in relation to the whole? Explain how.

How do your number lines help you to make
number bonds?
(SLIDE 10) Take 1 minute now to consolidate your thoughts on the reflection question.
“What mathematical practice(s) do you see occurring in this exercise?”
Then you will have time to share your thoughts with a partner at your table.
(Allow 1 minute for silent, independent reflection.)
Now, turn and talk with a partner at your table about your response to this.
(Allow 2 minutes for participants to turn and talk, and then facilitate a discussion. Allow three people to
share. You may build on their comments, supplying that,


The very use of models is preparing students to become proficient at MP.4.
Reflecting on, ‘which model lends itself to seeing the relative size of the parts’ is preparing students
Session 3:
Date:
© 2012 Common Core, Inc. All rights reserved. commoncore.org
Rigor Breakdown: Conceptual Understanding Grades 3-5
3/22/16
6
NYS COMMON CORE MATHEMATICS PD


Rigor Breakdown: Conceptual Understanding
for MP.5.
The action of making their number line model can be an opportunity for MP.7 and MP.8 as students
notice relationships between fractions and their placement in relation to each other and to the
whole, they may begin to generalize shortcuts of building a number line with fractional units.
The act of making their number line model can also be an opportunity to practice MP.6 as students
use care in accurately aligning their fraction strips with their number line and in placing the marks
for each fraction on the number line.)
(Allow 1 minute for independent reflection.)
You can see from this example how important the role of models are in both creating conceptual understanding of the
symbols we use to denote fractional quantities and how models also play a big role in implementing mathematical
practices, not only in MP.4, but in setting students up for success with other mathematical practices.
(SLIDE 11) Now we have examined one example of models used in G3—M5.
Let’s now have our hand at selecting models and contexts for use in related standards from grades 4 and 5.
(SLIDE 12) Regardless of what grade you teach, find a partner at your table and agree upon whether
you want to work with Grade 4 or Grade 5 standards. Get your resources available and ready.
(SLIDE 13) Take 2 minutes to carefully review the standard you shown here for the grade level you
chose. (Allow 2 minutes for participants to study the standard.)
(SLIDE 14) We are going to begin to think about lessons to meet the standard you chose, and
specifically how to meet the conceptual understanding component for the lessons.
(CLICK TO ADVANCE 1st BULLET.) The first thing we’ll do is decide on what model or models are most
suitable – consider both concrete and/or pictorial. Recall the models suggested by the progressions
document for 4th and 5th grade, and the models that students used in 3rd grade’s Module 5. These
considerations can be supplemented with concrete materials as well. One commonly helpful concrete
context is the Hershey bar which, when unwrapped, very naturally depicts the whole separated into
four equal parts. Take 2 minutes to discuss your selection of models with your partner. Refer back to
the progressions document as needed. (Allow 2 minutes for partners to discuss.)
(CLICK TO ADVANCE 2nd BULLET.) Next discuss with your partner some appropriate contextual
situations to be used either as the concept is introduced or later as an application of the concept. Take
2 minutes to discuss. (Allow for 2 minutes of discussion, and then facilitate a discussion where
participants are selected to share their ideas for each of the standards. If participants are struggling,
suggest the following.)
4.NF.4 examples:


Recipe’s that need to be doubled, tripled, quadrupled, etc. to feed large groups. (Nice in that this is
real world, students this age might make brownies or cookies for bake sale fundraising.)
Running a track that is a fraction of a km or mile, if the track is run multiple times, how many total
Session 3:
Date:
© 2012 Common Core, Inc. All rights reserved. commoncore.org
Rigor Breakdown: Conceptual Understanding Grades 3-5
3/22/16
7
NYS COMMON CORE MATHEMATICS PD
Rigor Breakdown: Conceptual Understanding
miles did the student run?)
5.NF.3 examples:

Any of a number of situations where you are sharing or otherwise splitting up x number of
something among y people or containers, in cases where x > 1 and x is not evenly divisible by y.
o 3 Pizza’s for 4 people.
o 7 gallons of water into 4 vats.
(CLICK TO ADVANCE 3rd BULLET.) Next, work with your partner to create a short vignette, or script, of
how you would first introduce the concept in the standard. Use any remaining time to outline a
sequence of how that introduction will need to progress to meet the standard fully.
You’ll have 8 minutes to work with your partner. (Allow for about 8 minutes of work.)
Find another pair who worked on the same standard, either at your table or at a nearby table, and
exchange vignettes. Provide a least one comment on how the vignette could be improved. (Allow 3
minutes.)
Who feels that the vignette they reviewed for another team was really well done? (Ask the partners
identified to read or present their ideas, clarify which standard/grade level they are presenting.)
(SLIDE 15) Next on our agenda is using models and contexts to address gaps in prerequisite knowledge.
(SLIDE 16) Look again at your lessons and consider the prerequisite knowledge required for success
with this standard.
As you reflect keep in mind we are focusing now on understanding required, we will revisit this idea
again with a focus on skills required in the next session.
Refer back to the Standards and progression documents and the notes you took to guide your
discussion. Also consider the understanding that is promoted in Grade 3 Module 5 as a base level of
understanding that students should be coming in with, but might not be.
Take 1 minute to reflect and discuss.
(Allow for 1-2 minutes of discussion, and then facilitate a discussion documenting on flip charts the
understanding that is required for success in each of the standards that were examined.) If the
following are not brought up do so, listing them on the flip-chart:
Foundations supporting 4.NF.4:
 Understanding how fractional parts combine to form whole number and/or fractions greater
than 1
 Understand that the fraction 1/b is the quantity formed by 1 part when a whole is partitioned
into b equal parts.
 Understanding a fraction a/b as the sum of fractions 1/b
Session 3:
Date:
© 2012 Common Core, Inc. All rights reserved. commoncore.org
Rigor Breakdown: Conceptual Understanding Grades 3-5
3/22/16
8
NYS COMMON CORE MATHEMATICS PD
Rigor Breakdown: Conceptual Understanding
Foundations supporting 5.NF.3:
 Understand that the fraction 1/b is the quantity formed by 1 part when a whole is partitioned
into b equal parts.
 Understanding a fraction a/b as the sum of fractions 1/b
 Understand the area model of multiplication and division problems
(SLIDE 17) Now, referring as needed to the progressions and to the models and contexts we’ve seen in
G3-M5, how might the models and contexts you chose be adapted or even supplemented with other
models and contexts in order to bridge gaps in students’ prerequisite knowledge?
Take 3-4 minutes to discuss with your partner.
(Allow 3-4 minutes for work. Then facilitate a discussion and post ideas on flip chart notes.)
(SLIDE 18) Take one minute now to reflect on what you can share with your colleagues (elevator
speech) about how the progressions study of Session 2 has informed your understanding of promoting
coherence through models and contexts.
Recall that A Story of Units recommends a finite number of concrete and pictorial models used
coherently across the grades.
Conceptual Understanding – Conceptual Questioning / Writing & Speaking About
Understanding
Time: 0:45-1:10
[25 minutes] In this section, you will…
 Watch a video clip of a teacher using conceptual questioning in the delivery of lessons from G3–M5.
 Identify additional examples of conceptual questioning from the lessons in G3–M5.
 Select conceptual questions to promote understanding for topics in fraction development from grades 4 or 5.
 Consider additional conceptual questions that assess and bridge gaps in prerequisite knowledge.
Materials used include:


Video Clip: Inches and Centimeters
G3—M5
(SLIDE 19) Let’s turn now to conceptual questioning and the benefits of getting students to write and speak about their
understanding. Again we will start by looking at examples from G3–M5.
(SLIDE 20) First we will watch a video from Lesson 1 of G3—M5. As you watch the video reflect on this question.
How do these questions prepare students for thinking about fractional units?
•
Which is a larger unit, an inch or a centimeter?
Session 3:
Date:
© 2012 Common Core, Inc. All rights reserved. commoncore.org
Rigor Breakdown: Conceptual Understanding Grades 3-5
3/22/16
9
NYS COMMON CORE MATHEMATICS PD
•
Rigor Breakdown: Conceptual Understanding
Therefore which would yield a greater number when measuring the book, inches or centimeters?
In the video clip you will see Janice Fan, a writer for A Story of Units, who teaches 3rd-5th grade at FACTS
Charter School in Philadelphia. The video will demonstrate conceptual questioning from G3–M5–TA–L1.
After the video clip, you will have a chance to share your thoughts on the reflection question.
(SLIDE 21) (Play Video Clip: Inches and Centimeters.)
(SLIDE 22) Take one moment now to collect your thoughts on the reflection question.
How do these questions prepare students for thinking about fractional units?
•
Which is a larger unit, an inch or a centimeter?
•
Therefore which would yield a greater number when measuring the book, inches or centimeters?
Who is willing to share their thoughts? (Allow 3 participants to share, and build on their comments as
appropriate. We are looking to hear participants notice that the same relationship holds true for
fractions – the larger the fractional unit, the fewer of that unit that is required to make a whole / as you
slide a whole into smaller pieces, you have more of those pieces making up a whole.)
(SLIDE 23) Let’s look now at some key points and examples of conceptual questioning that were discussed in the
November NTI.
•
•
•
Goes beyond getting the right answer
Goes beyond Yes/No questions
Encourages recognition of subtleties and exposes current level of student understanding
• “Can you think of a case where that would not work?”
• “Someone else says the answer is this. Can you prove that they are right/wrong?”
• “When we get a like unit for these two fractions, will the like unit be bigger or smaller than the units we
have?”
• “Can you think of a number between 1/4 and 1/5?”
(SLIDE 24 – conduct this exercise if time allows.) Looking at the module, and starting with lesson 2,
divvy the lessons up so that each person at your table is looking at one or more different lessons. Find
examples of conceptual questioning in your lesson(s) that strike you as significant. Take 2 minutes to
do this now.
Now take 2 minutes to share with the others at your table what you found.
Can anyone share with the whole group one example that really stood out? (Allow 2 or 3 participants
to contribute.)
Now we have examined an example of conceptual questioning used in G3—M5. What mathematical practice(s) were
being enacted in that example? (If the following is not brought up, or if participants are having trouble thinking of a
mathematical practice that applies, suggest MP.2)
Session 3:
Date:
© 2012 Common Core, Inc. All rights reserved. commoncore.org
Rigor Breakdown: Conceptual Understanding Grades 3-5
3/22/16
10
NYS COMMON CORE MATHEMATICS PD
Rigor Breakdown: Conceptual Understanding
(SLIDE 25) Let’s have our hand at reflecting on and selecting some conceptual questions related to the lessons we
outlined earlier.
(SLIDE 26) Silently review the vignette you created with your partner, looking for opportunities to
employ conceptual questioning, either by adding to your existing vignette or by creating a second
vignette. Take 2 minutes to review and note your ideas. While you work we will project the slide
containing the examples of conceptual questioning on which to reflect. (Allow for 2 minutes of quiet
reflection.)
Now take 2 minutes to discuss your ideas with your partner. (Allow 2-3 minutes for participants to
discuss.)
Who is willing to share their use of conceptual questioning? Please state which standard you were
working on before describing the questioning. (List the big ideas on a flip chart note – separate by
grade level.)
(SLIDE 27) So, having heard several ideas for implementing conceptual questioning with respect to these fraction
standards for grades 4 and 5. Which are you most excited about taking back to share with your colleagues? (Allow this
response to unfold organically – perhaps folks can indicate this as a group shout out of sorts, otherwise, feel free to
take a raise-hand survey or a simply allow for a few participants to comment.)
Now let’s reflect on conceptual questioning again, but this time, let’s turn our focus towards using the questions to
bridge gaps in prerequisite knowledge.
(SLIDE 28) As teachers we are likely asked hundreds of questions a day. Can you think of a time when your first
response was, ‘I don’t know,’ only to find yourself continuing to talk and actually answering the question? You just had
to think about it.
Raise your hand if you’ve had this experience.
It is precisely this type of experience that we want to foster at the opening of a lesson or concept progression point.
(SLIDE 29) When a lesson opens, teachers often frame the lesson with a quick 20 second synopsis of what students
need to know going into this lesson. Conceptual questioning at the lesson opening can dramatically change this
moment – transforming it from an ineffective, passive learning review, to an active learning experience that
simultaneously assesses and bridges prerequisite knowledge gaps.
The act of being asked the question serves to expose the myriad bits and pieces of understanding – valid or invalid –
that may be found in a students’ mind, and enables the students to clean house and re-consolidate their understanding
correctly.
Let’s look at one example of how this can be done and then apply the idea to the lessons we’ve been crafting today.
Example 1 assesses students understanding of the operation of multiplication by asking them to write a word problem
that applies it.
(If time allows, have participants work the following, and facilitate sharing of how impactful this exercise could be for
Session 3:
Date:
© 2012 Common Core, Inc. All rights reserved. commoncore.org
Rigor Breakdown: Conceptual Understanding Grades 3-5
3/22/16
11
NYS COMMON CORE MATHEMATICS PD
Rigor Breakdown: Conceptual Understanding
students.) So, for example, write a word problem now that requires multiplying 7 by 3 to get the answer to the
problem.
(SLIDE 30) Now let’s work with your partner and design a question that is specifically suited to
assessing and providing opportunity to bridge any gaps in prerequisite knowledge for the lesson you
have created.
You have 5 minutes to work.
Who is willing to share what they came up with? (Facilitate a discussion.)
Has this experience of exchanging ideas with other participants left you better prepared to share with colleagues how
conceptual questioning can bridge gaps in prerequisite knowledge? (If time allows, facilitate a discussion, otherwise
just get a sense of this from hand raising or head nodding.)
Closing
Time: 1:10-1:15
[5 minutes] In this section, you will…

Summarize key points - reflecting on the role of conceptual understanding in coherent and balanced
instruction.
 Reflect on next steps.
Materials used include:

(SLIDE 31) Some key points of this session:


Conceptual understanding can be promoted in a variety of ways including use of concrete and pictorial models,
real-world contexts and conceptual questioning leading to writing and speaking about understanding.
Opportunities for conceptual development are often also opportunities to nurture coherence and bridge gaps
in prerequisite knowledge.
(SLIDE 32) Here are some questions to think about as you leave this session.



How can you increase students’ deep understanding of the concepts you will be covering when you return to
your schools?
How can you increase coherence in your school’s delivery of concepts?
What can you share with your colleagues about bridging gaps in prerequisite knowledge through conceptual
models, contexts and questioning?
Turnkey Materials Provided
Session 3:
Date:
© 2012 Common Core, Inc. All rights reserved. commoncore.org
Rigor Breakdown: Conceptual Understanding Grades 3-5
3/22/16
12
NYS COMMON CORE MATHEMATICS PD




Rigor Breakdown: Conceptual Understanding
PowerPoint Presentation
Grade 3–Module 5
Fraction Strips
Video Clip: Inches and Centimeters
Additional Suggested Resources



Instructional Shifts
A Story of Units: A Curriculum Overview for Grades P-5
How to Implement A Story of Units
Session 3:
Date:
© 2012 Common Core, Inc. All rights reserved. commoncore.org
Rigor Breakdown: Conceptual Understanding Grades 3-5
3/22/16
13