#### Transcript Document

**Common Core Standards for Math… Less is More**

SUCCESS

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### Mathematics Shift 1: Focus

**What the Student Does…**

• Spend **more time **on **fewer **

**concepts.**

**What the Teacher Does…**

• **excise content **from the curriculum • Focus instructional time on **priority **

**concepts**

• Give students the **gift of time**

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### Sample Grade 5

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### Mathematics Shift 2: Coherence

**What the Student Does…**

• **Build on knowledge **from year to year, in a coherent learning progression

**What the Teacher Does…**

• Connect the threads of math focus **areas across grade **levels •

**connect to the way content was **

**taught the year before **and the years after • Focus on **priority progressions**

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### Mathematics Shift 3: Fluency

**What the Student Does…**

• Spend **time practicing**, with intensity, skills (in high volume)

**What the Teacher Does…**

• Push students to know basic skills at a greater level of fluency • Focus on the **listed fluencies **by grade level • Uses **high quality problem sets**, in high volume

**Grade**

K 1 2 7 8 3 4 5 6

*Key Fluencies*

*Key Fluencies*

**Required Fluency**

Add/subtract within 5 Add/subtract within 10 Add/subtract within 20 Add/subtract within 100 (pencil and paper) Multiply/divide within 100 Add/subtract within 1000 Add/subtract within 1,000,000 Multi-digit multiplication Multi-digit division Multi-digit decimal operations Solve px + q = r, p(x + q) = r Solve simple 2 2 systems by inspection

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### Mathematics Shift 4: Deep Understanding

•

**What the Student Does…**

• Show **mastery of material **at a deep level

**What the Teacher Does…**

• Create opportunities for students to understand the “answer” from a

**variety of access points**

• **Articulate **mathematical **reasoning** demonstrate deep conceptual understanding of **priority concepts** • Ensure that **EVERY student GETS IT ** before moving on • **Get smarter **in concepts being taught

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### Mathematics Shift 5: Application

**What the Student Does…**

•

**Apply math in other content areas **

and situations, as relevant

**What the Teacher Does…**

• Apply math including areas where its not directly required (i.e. in science) • Choose the right math concept to solve a problem when not necessarily **prompted **to do so • Provide students with **real world** **experiences **and opportunities to apply what they have learned

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### Mathematics Shift 6: Dual Intensity

**What the Student Does…**

• Practice math skills with an intensity that results in **fluency**

**What the Teacher Does…**

• Find the dual intensity between understanding and practice **within **

**different periods or different units**

• Practice math concepts with an intensity that forces **application **in novel situations • Be ambitious in demands for **fluency ** **and practice**, as well as the range of application

NY State Test Item 5th Grade Math (2005)

Example Common Core Performance Task 5th Grade Math

### New York State’s Link to Sample Math Questions

• http://www.p12.nysed.gov/apda/common core-sample-questions/

**4 th GRADE SAMPLE QUESTION**

Candy wants to buy herself a new bicycle that costs $240. Candy has already saved $32, but she needs to make a plan so she can save the rest of the money she needs. She decides to save the same amount of money, *x *dollars, each month for the next four months. **Part A: **Write an equation that helps Candy determine the amount of money she must save each month. **Equation **__________________________________ **Part B: **Solve the equation to find the amount of money she must save each month to meet her goal of buying a bicycle.

**Show your work. **

**Answer **$__________________________________

### Helpful Hints…

When tackling a math problem and you find yourself stuck try this… R*ead…* U*nderline *… N*eed… * P*lan * D*raw a picture * S*olve* R*eflect/math sense* “**R**ats **u**nder **n**apkins **p**layed **d**isco **s**ongs **r**egularly” the problem once or twice.

key words or numbers.

what information and what do you need to find. How will you solve the problem?

If you cannot think of a plan draw a picture to help.

When you think you are finished look over your answer does it make sense and did you answer the question?

*Clue Words:*

Addition: Subtraction: Multiplication: Division: sum, total, in all, perimeter difference, how much more, how many left product, area, times share, distribute, quotient, average

### Sample Assignment for Test Prep

**Days of the Week Monday Tuesday Wednesday Thursday Friday Assignment**

-- Mult. Fractions Page 81-82 #1, 6 & 9 Place Value Page 13 # 1, 2, 8 -- Mult. Fractions Page 81-82 #2, 3, 4 & 8 Place Value Page 13 #4 Rounding Decimals Page 25 #1 ---

**Parent’s Signature**

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