A common sense approach to the Common Core State Standards. In this presentation we discuss the instructional shifts that the CCSS call for as well as ways for teachers to engage the core through connecting and collaborating.
1. Common Sense for the Common Core:
Mathematics Edition
Part One
Sponsored by: TenMarks
Presented by:
Ben Curran & Neil Wetherbee
Engaging Educators
2. Agenda
• Explore the Common Core Shifts
– Focus
– Coherence
– Rigor
• Engage the Common Core
– Collaboration
– Resources
• October 17 Preview
• Contact Info
8. 1.OA.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.
9. 2.OA.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.
10. 3.OA.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.
11. 4.OA.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.
14. 6.G.2
Find the volume of a right rectangular
prism with fractional edge lengths by
packing it with unit cubes of the
appropriate unit fraction edge lengths, and
show that the volume is the same as
would be found by multiplying the edge
lengths of the prism.
17. From 6.RP.3
Solve unit rate problems including those
involving unit pricing and constant speed.
For example, if it took 7 hours to mow 4
lawns, then at that rate, how many lawns
could be mowed in 35 hours? At what rate
were lawns being mowed?
18. 3.MD.1
Tell and write time to the nearest minute
and measure time intervals in minutes.
Solve word problems involving addition
and subtraction of time intervals in minutes
20. 3.NBT.2
Fluently add and subtract within 1000
using strategies and algorithms based on
place value, properties of
operations, and/or the relationship
between addition and subtraction.
21. 6.NS.3
Fluently add, subtract, multiply, and divide
multi-digit decimals using the standard
algorithm for each operation.
22. Expected Fluencies
GRADE FLUENCY
K Add/Subtract within 5
1 Add/Subtract within 10
2 Add/Subtract within 20 (mentally)
Add/Subtract within 100
3 Multiply/Divide within 100
Add/Subtract within 1000
4 Add/subtract within 1,000,000
5 Multi-digit multiplication
6 Multi-digit division
Multi-digit decimal operations
Our mission—learn as much as we can, share it with other educators in helpful ways, ways that make sense.
Big resource: achievethecore.org, founded by several authors of the ccss. Our hope is to present some of the ideas found there in a way that’s easy to understand. If survey tool available, get grade levels and CCSS experience/knowledge level. Encourage question box use.
No more racing to cover topics in a mile-wide, inch deep curriculum. Teachers are asked to focus on the major work of each grade. Key priorities are identified and specifically named in the standards.
Coherent progressions from grade to grade. Build on previous years. Each year is an extension of all the learning before it.
Example of coherence in the standards for operations and algebraic thinking in grades 1 – 4.
Not so easy to define, but the CCSS identifies 3 elements to rigor
Students should see mathematics as more than just a series of steps to follow.
Just an example of conceptual understanding
Math is supported and taught in context.
Examples of standards with application built in
Speed, accuracy, and calculation. Practice and fluency gives students access to more complex work.
Examples of fluency explicitly stated in the standards
Of course these shifts are not the only changes. Spending time digging into your grade level’s standards will be revealing. You’ll notice how content has been shifted around. Many early grade teachers notice shifts in when students learn about money and time. Upper elementary teachers notice the absence of requirements about reducing fractions to lowest terms. And middle and high school students have noted that there are no requirements to simplify expressions.REMEMBER: The standards clearly state that they represent WHAT to teach, not HOW to teach it. (and they also clearly state that they should represent the floor, not the ceiling. In other words, if you want to require your students to reduce fractions, that’s up to you.) Have a question? Now’s when we’d usually take them, but to keep things going, please jot it down or add it to the questions box in your control panel.
Get active…collaborate and connect. The change is going to be defined and made possible by teachers. Engage the standards, don’t just let them be forced upon you.
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Please add your questions to the question box, we’ll be answering them shortly.
We’ll be looking at the information and examples that are coming out of the two consortia charged with designing and creating assessments.