Transcript Kindergarten Common Core Math Presentation Feb2012

Common Core
State Standards
for
Mathematics
Learning Targets
 Gain an awareness of the content and
structure of the Common Core State
Standards for Mathematics
 Understand the meaning of the
Mathematical Practices in the CCSSM and
apply the practices to your current
classroom instruction
 Become familiar with the content
standards at your grade level
www.corestandards.org
Common Core Notebooks
 Math Section
CCSS
& Glossary
Learning Progressions
Unpacking Document
Crosswalk Document
Common Core
State Standards
Design and Organization
Standards for Mathematical Practice
Carry across all grade levels
Describe habits of mind of a mathematically expert student


Standards for Mathematical Content
K-8 standards presented by grade level
Domains:


Number and Operations







Counting and Cardinality
Operations and Algebraic Thinking
Number and Operations in Base Ten
Number and Operations—Fractions
Measurement and Data
Geometry
Design and Organization
Grade Level Overviews
Mathematical
Practices
Design and Organization
Content standards define what students should
understand and be able to do
 Clusters are groups of related standards
 Domains are larger groups that progress across grades

Domain
Standards
Grade Level
Common Core Resources
Glossary
Tables
Common addition and subtraction situations
Unpacking Document
Crosswalks
Design and Organization
Standards for Mathematical Practice
Carry across all grade levels
Describe habits of mind of a mathematically expert student


Standards for Mathematical Content
K-8 standards presented by grade level
Domains:


Number and Operations







Counting and Cardinality
Operations and Algebraic Thinking
Number and Operations in Base Ten
Number and Operations—Fractions
Measurement and Data
Geometry
Standards for Mathematical Practices
1.
2.
3.
4.
5.
6.
7.
8.
Make sense of problems and persevere in solving them
Reason abstractly and quantitatively
Construct viable arguments and critique the reasoning
of others
Model with mathematics
Use appropriate tools strategically
Attend to precision
Look for and make use of structure
Look for and express regularity in
repeated reasoning
Standards for Mathematical Practice
While the Content Standards
describe what mathematics students
should be able to understand and do,
the Mathematical Practices
describe how students should
engage with these
mathematical concepts
and skills.
Mathematical Practices
Mathematical practices describe the
habits of mind of mathematically
proficient students.
In your classroom,
Who is doing the talking?
 Who is doing the thinking?
 Who is doing the math?

1. Make sense of problems and persevere in solving
them
6. Attend to precision
Overarching habits of mind of a productive
mathematical thinker.
Standards for Mathematical Practice
2. Reason abstractly and
quantitatively
Reasoning and Explaining
3. Construct viable arguments
and critique the reasoning of
others
4. Model with mathematics
5. Use appropriate tools
strategically
Modeling and Using Tools
7. Look for and make use of
structure.
8. Look for and express regularity
in repeated reasoning
Seeing Structure and Generalizing
Standards for Mathematical Practices
1.
2.
3.
4.
5.
6.
7.
8.
Make sense of problems and persevere in solving them
Reason abstractly and quantitatively
Construct viable arguments and critique the reasoning
of others
Model with mathematics
Use appropriate tools strategically
Attend to precision
Look for and make use of structure
Look for and express regularity in
repeated reasoning
Time to Reflect
Summary
Paper Shapes
 Standards
K.CC.4a, K.CC.5
 Practices
MP1, MP2, MP4, MP5, MP6
How Many to 10?
 Standards
K.CC.1-3, K.CC.4a-c, K.OA.1, K.OA.3-4
 Practices
MP1, MP2
Teen Numbers
 Standards
K.CC.1-3, K.CC.4a-c, K.NBT.1
 Practices
MP1, MP2
Bean Collage
 Practices
K.CC.3, K.CC.4a-c, K.CC.5, K.CC.6
 Standards
MP1, MP2, MP4, MP6
Illuminations
 Standards
K.CC.2, K.CC.4.a-c, K.CC.5, K.NBT
 Practices
MP2, MP4, MP5, MP6,
Teddy Bear Picnic
 Standards
K.OA.5, K.CC.1-2
 Practices
MP1, MP2, MP7
Time to Reflect
Summary
Content Domains
Illustrative Mathematics Tools
http://illustrativemathemati
cs.org/standards
Break Time
Scavenger
Hunt
1. What grade is the standard algorithm for
multiplication taught?
2. What grade level do students identify as 2-D or
3-D?
3. What grade has volume as a critical focus area?
4. Which grade teaches cardinality?
5. By the end of what grade should students
memorize addition facts?
6. What grade is responsible to teach the eight
mathematical practices?
7. Line symmetry is introduced in what grade?
8. What grade are the concepts of area and
perimeter taught?
9. What grade fluently adds and subtracts within
five?
10. What grade introduces the concept of
probability?
Focal Points & Critical Areas
In Kindergarten, instructional time should focus on two critical areas:
(1) representing and comparing whole numbers, initially with sets of
objects; (2) describing shapes and space. More learning time in
Kindergarten should be devoted to number than to other topics.
1. Students use numbers, including written numerals, to represent
quantities and to solve quantitative problems, such as counting objects
in a set; counting out a given number of objects; comparing sets or
numerals; and modeling simple joining and separating situations with
sets of objects, or eventually with equations such as 5 + 2 = 7 and 7 –
2 = 5. (Kindergarten students should see addition and subtraction
equations, and student writing of equations in kindergarten is
encouraged, but it is not required.) Students choose, combine, and
apply effective strategies for answering quantitative questions,
including quickly recognizing the cardinalities of small sets of objects,
counting and producing sets of given sizes, counting the number of
objects in combined sets, or counting the number of objects that
remain in a set after some are taken away.
Focal Points
Critical Area
Kindergarten Big Ideas
What’s In
What’s Out
Challenges for Next Year
 What concepts need to be addressed in order to help
students transition to the new math standards?
So where are the patterns?
PATTERNS ARE
EVERYWHERE!
Calendar Time
 Though seasons, days of the week, and months
of the year are important to teach, these are not
mathematical ideas and should not be considered as
part of the mathematics block.
(Science Essential Standards: K.E.1, 2.E.1)
 Calendar Time (Classroom Routines, Carpet Time, etc)
needs to be restructured. It should be used for
Classroom Routines and to spiral critical number
concepts in mathematics.
Time to Reflect
Summary
Investigations Alignment
 How will Investigations align with the new
Common Core State Standards?
http://investigations.terc.edu/CCSS/
Goals of Investigations
 Support students to make sense of mathematics





and learn that they can be mathematical thinkers.
Focus on computational fluency with whole
numbers as a major goal of the elementary grades.
Provide substantive work in important areas of mathematics—
rational numbers, geometry, measurement, data, and early
algebra—and connections among them.
Emphasize reasoning about mathematical ideas
Communicate mathematics content and pedagogy to teachers.
Engage the range of learners in understanding mathematics.
Investigations and the CCSS
 Close alignment between Investigations & the CCSS
 New work builds on and extends the existing work within the
grade level.
 Some sessions have been omitted to allow for new material.
 Mathematical Practices are aligned with the goals
and principles of Investigations and deeply
embedded in the fabric of the curriculum.
 The Investigations curriculum when taught as
intended, offers students and teachers coherence,
focus, clarity and specificity in the teaching and
learning of mathematics.
“While the CCSS Content Standards describe
what mathematics students should be able to
understand and do, the mathematical
practices describe how students should
engage with these mathematical concepts
and skills. The Investigations curriculum is
intentionally designed to promote a deep
understanding of mathematics and develop
mathematically proficient students who can
think, reason, model and solve problems.”
(Standards for Mathematical Practices in Investigations in Number, Data and Space, p. 6.)
Grade Level Adaptations
Using Investigations to Implement the Common Core – November 4, 2011
Investigations Alignment
 Resources:
 Investigations and the
Common Core State Standards
 Also found online
www.pearsonsuccessnet.com
Investigations Alignment
www.pearsonsuccessnet.com
Investigations and the CCSSM
 Companion materials to Investigations
Investigations and the Common Core State Standards
 Each grade level resource book contains:
An instructional plan for adapting existing content
and adding new content
Teacher and student materials for new content
Sessions, Classroom Routines/TMM, Teaching/PD Notes,
Resource Masters, Assessments
Detailed correlations between Investigations and
Mathematical Practices and Content Standards
 “Snap-in” Instructional Plan Tabs for each unit
How the New Content is Addressed
 Teaching/Math Notes
 Ten Minute-Math/Classroom Routines
 Homework & Practice Pages
 Sessions
Content & Pacing
Time to Reflect
Summary
CCSSM Resources
Books
Magazines
Technology Resources
DPI Wiki
http://www.ncdpi.wikispaces.net/
http://maccss.ncdpi.wikispaces.net/home
CCSSM Resources
Common Core State Standards Live Binder:
http://www.livebinders.com/edit?id=133724
 Resources:
 21st Century Skills
 Common Core State Standards & Essential Standards
 Crosswalks
 Unpacking Documents
 Investigations & CCSSM
 Websites
Unpacking Document
Math Resources
Aegom Interactive Smartboard Lessons
www.aegom.com/
Video Resources
 Annenberg Media Videos & Resources
 http://www.learner.org/resources/ browse. html?discipline=6
 Discovery Education/United Streaming
 http://streaming.discoveryeducation.com/
Math Resources
 National Council of Teachers of Mathematics (NCTM)
www.nctm.org
http://illuminations.nctm.org/
 Teaching Children Mathematics
Magazines
Math Resources
 SMART Exchange
http://exchange.smarttech.com/index.html#tab=0
 netTrekker
http://school.nettrekker.com/authenticate/ipauth/1?np
=/home.ftl&pp=/ipauth_error.ftl
Common Core Resources
 ACRE: Common Core State and Essential Standards
http://www.ncpublicschools.org/acre/standards/
 ACRE: Instructional Support Tools
http://www.ncpublicschools.org/acre/standards/support-tools/
 Tools for the Common Core Standards
http://commoncoretools.wordpress.com/
 Illustrative Mathematics (CCSS Tools & Resources)
http://illustrativemathematics.org/standards
 Common Core Wiki (by Drew Polly)
http://elemath.pbworks.com/w/page/30621644/common-core
 National Council of Teachers of Mathematics
www.nctm.org
www.nctm.org/standards/mathcommoncore/
Math Resources
Time to Reflect
Summary