Transcript CCSS Vs. The Old curriculum

PTA Meeting
MCPS Curriculum Before Common Core Standards
Percent of Content
Number
Algebra
Geometry
Measurement
Statistics
Math
K
Math Math 2 Math 3 Math 4 Math 5 Math 6 Math 7
1
Alg.
Prep
Probability
http://www.corestandards.com/
Final Common Core Standards
Percent of Content
Number
Algebra
Geometry
Measurement
Statistics
Math
K
Math Math 2 Math 3 Math 4 Math 5 Math 6 Math 7 Math 8
1
Probability
Mathematics
What’s different with the EIC?
• EIC aligned to Common Core State Standards
• Mathematical Practices
• Formative assessments organized by categories
• Fewer standards and categories to reflect the K-5 emphasis on number sense
• Standard algorithms for addition and subtraction in Grade 4
 Understanding – Comprehending mathematical concepts, operations, and
relations – knowing what mathematical symbols, diagrams, and procedures
means.
 Computing – Carrying out mathematical procedures, such as adding,
subtracting, multiplying, and dividing numbers flexibility, accurately,
efficiently, and appropriately.
 Applying – Being able to formulate problems mathematically and to devise
strategies for solving them using concepts and procedures appropriately
 Reasoning – Using logic to explain and justify a solution to a problem or to
extend from something known to something not yet known.
 Engaging – Seeing mathematics as sensible, useful, and doable – if you work
at it – and being willing to do the work.
Contents understandings build upon each
other.
“Conceptual understanding is not an option,
it’s an expectation.” – Skip Fennell
These are the four most difficult subtypes that should be introduced in Grade 1, but which
students may not master until Grade 2.
Add To
Result Unknown
6 children are on the bus. 8 more children get
on the bus. How many children are on the bus
now?
Change Unknown
Morgan packed 5 toys in the morning. She
packed some more toys in the afternoon. Now
she has 13 toys packed for her trip. How many
toys did Morgan pack in the afternoon?
5 + ___ = 13
13 – 5 = ___
___ + 12 = 20
6 + 8 = ___
Take From
From: Grade 1, MP2 W3 SLT
From: Grade 1, MP3 Formatives
Mia had 13 pencils. She gave 4 pencils to her
friend. How many pencils does she have now?
13 – 4 = ___
4 + ___ = 13
20 – 12 = ___
From: Grade 1, MP2 Formatives
Verna has 10 stickers. She gave some to Tony. Some dogs were playing in the park. 11
Now she has 4 stickers left. How many stickers dogs left. Then there were 7 dogs. How
did she give to Tony?
many dogs were in the park before?
10 – ___ = 4
___ – 11 = 7
7 + 11 = ___
From: Grade 1, MP2 Formatives
From: Grade 1, MP2 W5 SLT
Total Unknown
Put Together/ Take
Apart
Start Unknown
Lorie saw some birds in her yard yesterday.
Today she saw 12 birds. She saw a total of
20 birds on both days. How many birds did
Lorie see yesterday?
Adam has 5 baseballs and 3 soccer balls.
How many balls does he have altogether?
5 + 3 = ___
3 + 5 = ___
From: Grade 1, MP2 Formatives
From: Grade 1, MP2 W7 SLT
Both Addends Unknown
Addend Unknown
Omar has 14 pencils. How many can he keep
Morgan picked 15 apples. Nine of the
at home and how many can he take to school? apples were red. The rest of the apples
14 = ___ + ___
were green. How many apples were green?
9 + ___ = 15
15 – 9 = ___
From: Grade 1, MP2 W4 SLT
From: Grade 1, MP2 W4 SLT
These are the four most difficult subtypes that should be introduced in Grade 1, but which
students may not master until Grade 2.
Difference Unknown
“How many more?” Version
The baker makes 7 tarts and 4 sticky buns. How many more
tarts does the baker make?
Compare
7 – 4 = ___
7 = 4 + ___
From: Grade 1, MP2 W7 SLT
“How many fewer?” Version
4 children are climbing. 9 children are playing basketball.
How many fewer children are climbing than playing
basketball?
9 = 4 + ___
9 – 4 = ___
Bigger Unknown
More Version
Eli has 13 dominoes. Kim has 6 more
dominoes than Eli. How many
dominoes does Kim have?
13 + 6 = ___
Smaller Unknown
Fewer Version
Eli has 13 dominoes. Kim has 6
fewer dominoes than Eli. How many
dominoes does Kim have?
13 – 6 = ___
___ + 6 = 13
From: Grade 1, MP2 W6 SLT
Fewer Version*
Eli has 6 fewer dominoes than Kim. Eli
has 13 dominoes. How many
dominoes does Kim have?
13 + 6 = ___
From: Grade 1, MP2 W6 SLT
More Version*
Eli has 6 more dominoes than Kim.
Eli has 13 dominoes. How many
dominoes does Kim have?
13 – 6 = ___
___ + 6 = 13
From: Grade 1, MP3 W7 SLT
Examples of word problems involving 3 addends:
Kacie, Pedro, and Luan have 15 pets all together. Kacie has 6 pets and Pedro
has 5 pets. How many pets does Luan have?
15 = 6 + 5 + ___
G1 MP2W8 SLT
Chris has 3 comic books. Tony gives him 5 comic books. How many more comic
books does Chris need to have 11 comic books altogether?
3 + 5 + ___ = 11
G1 MP2W9 SLT
Kindergarten
1st Grade
1.K.B.2
Solve addition and subtraction word
problems, and add and subtract within 10,
e.g., by using objects or drawings to
represent the problem
1.1.B.1
Use addition and subtraction within 20 to
solve word problems involving situations
of adding to, taking from, putting
together, taking apart, and comparing,
with unknowns in all positions, e.g., by
using objects, drawings, and equations
with a symbol for the unknown number
to represent the problem.
1.1.B.2
Solve word problems that call for addition
of three whole numbers whose sum is
less than or equal to 20, e.g., by using
objects, drawings, and equations with a
symbol for the unknown number to
represent the problem.
2nd Grade
1.2.B.1
Use addition and subtraction within
100 to solve one- and two-step
word problems involving situations
of adding to, taking from, putting
together, taking apart, and
comparing, with unknowns in all
positions, e.g., by using drawings
and equations with a symbol for the
unknown number to represent the
problem.
3rd Grade
4th Grade
5th Grade
1.3.B.6
Understand division as an unknown-factor
problem. For example, divide 32 ÷ 8 by
finding the number that makes 32 when
multiplied by 8.
1.3.B.7
Fluently multiply and divide within 100,
using strategies such as the relationship
between multiplication and division (e.g.,
knowing that 8 × 5 = 40, one knows 40 ÷ 5
= 8) or properties of operations.
1.3.B.8
Solve two-step word problems using the
four operations. Represent these problems
using equations with a letter standing for
the unknown quantity. Assess the
reasonableness of answers using mental
computation and estimation strategies
including rounding.
1.4.B.1
Interpret a multiplication equation as a comparison,
e.g., interpret 35 = 5 x 7 as a statement that 35 is 5
times as many as 7 and 7 times as many as 5.
Represent verbal statements of multiplicative
comparisons as multiplication equations.
1.4.B.2
Multiply or divide to solve word problems involving
multiplicative comparison, e.g., by using drawings
and equations with a symbol for the unknown
number to represent the problem, distinguishing
multiplicative comparison from additive
comparison.
1.4.B.3
Solve multistep word problems posed with whole
numbers and having whole-number answers using
the four operations, including problems in which
remainders must be interpreted. Represent these
problems using equations with a letter standing for
the unknown quantity. Assess the reasonableness of
answers using mental computation and estimation
strategies including rounding.
1.5.B.1
Use parentheses, brackets, or braces in numerical
expressions, and evaluate expressions with these
symbols.
1.5.B.2
Write simple expressions that record calculations
with numbers, and interpret numerical expressions
without evaluating them. For example, express the
calculation “add 8 and 7, then multiply by 2” as 2 ×
(8 + 7). Recognize that 3 × (18932 + 921) is three
times as large as 18932 + 921, without having to
calculate the indicated sum or product.
1.5.B.3
Generate two numerical patterns using two given
rules. Identify apparent relationships between
corresponding terms. Form ordered pairs consisting
of corresponding terms from the two patterns, and
graph the ordered pairs on a coordinate plane. For
example, given the rule “Add 3” and the starting
number 0, and given the rule “Add 6” and the
starting number 0, generate terms in the resulting
sequences, and observe that the terms in one
sequence are twice the corresponding terms in the
other sequence. Explain informally why this is so.
 The Common Core State Standards were only written for
mathematics, reading, and writing. The science and social
studies curricula were written using the Maryland State
Curriculum (that used to be the Voluntary State Curriculum).
 Students in Grade 5 will continue to take Science MSA in the
spring.
 Science and Social Studies were taught in isolation and now they
are integrated into reading and writing.
 Science now includes an engineering component emphasizing
STEM activities.
Reading
What’s different with the EIC?
• Complexity: The standards require regular practice with complex text and its academic language
• Evidence: The standards emphasize reading and writing grounded in evidence from text, both literary
and informational
• Knowledge: The standards require building knowledge through content rich literature
• Whole group lessons connected with content
What’s different
in writing?
• Writing in response to content stimuli
• Topic choice for writing often suggested
• Up to three writing purposes in every marking
period…opinion, narrative, informational/
explanatory
• Writing in response to literature, integration with
information literacy…research
• Use of new technology
 Collaboration – Working effectively and respectfully to reach a
group goal.
 Effort/Motivation/Persistence – Working diligently and applying
effective strategies to achieve a goal or solve a problem;
continuing in the fact of obstacles and competing pressures.
 Intellectual Risk Taking – Accepting uncertainty or challenging
the norm to reach a goal.
 Metacognition – Knowing and being aware of one’s own thinking
and having the ability to monitor and evaluate one’s own
thinking.
 Elaboration – Adding details that expand, enrich, or
embellish.
 Flexibility – Being open and responsive to new and
diverse ideas and strategies and moving freely among
them.
 Fluency – Generating multiple responses to a problem
or idea.
 Originality – Creating ideas and solutions that are novel
or unique to the individual, group, or situation.
 Analysis – Breaking down a whole into parts that may
not be immediately obvious and examining the parts so
that the structure of the whole is understood.
 Evaluation – Weighing evidence, examining claims, and
questioning facts to make judgments based upon
criteria.
 Synthesis – Putting parts together to build
understanding of a whole concept or to form a new or
unique whole.