Common Core State Standards K-5 Mathematics
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Transcript of Common Core State Standards K-5 Mathematics
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Common Core State Standards
K-5 Mathematics
Presented by:
Teresa HardinAmanda Tyner
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Review???
What do you remember???
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Reading the Grade Lev
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Sample Crosswalk
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CAUTION!!!!CONTENT APPEARING TO BE THE SAME MAY
ACTUALLY BE DIFFERENT!!
The CCSS Requires CLOSE Reading!!!
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Instructional Support ToolsUnpacked Content• A response, for each standard, to the question
“What does this standard mean?”• The unpacked content is text that describes carefully
and specifically what the standards mean a child will now, understand and be able to do and explains the different knowledge or skills that constitute that standard.
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Sample of Unpacking
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Operations and Algebraic Thinking K.OA
• Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
• K.OA.3. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
• NOTE: Kindergarten students should see addition and subtraction equations, and student writing of equations in kindergarten is encouraged, but it is not required.
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“On and Off”
• Let‘s work on the number 7. • Drop 7 counters over a piece of paper. • How many counters land on the paper? off
the paper? • Record your work.• Repeat 12 times.
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On and Off
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On and OffON OFF5 2
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Turn and Talk
• Turn and Talk• What did you notice?• How many ways could you make 7?• Did some seem alike? different?• Did you always have 7 no matter how many
were on or off?
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Suggested support For ELLs
• Sentence frames• There are ___ counters on the paper.• There are ___ counters off the paper.English language proficiency level (expanding
bridging)• ____counters landed on the paper.• ____ counters landed off the paper.
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8 + 4 = [ ] + 5
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8 + 4 = [ ] + 5Percen T Responding
with AnswersGrade 7 12 17 12 & 17
1st – 2nd
3rd – 4th
5th – 6th
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8 + 4 = [ ] + 5Percent Responding with Answers
Grade 7 12 17 12 & 17
1st – 2nd 5 58 13 8
3rd – 4th 9 49 25 10
5th – 6th 2 76 21 2
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Operations and Algebraic Thinking K.OA
• Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
• K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
• NOTE: Kindergarten students should see addition and subtraction equations, and student writing of equations in kindergarten is encouraged, but it is not required.
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5 – 3 = 2
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Operations and Algebraic Thinking 1.OA
Work with addition and subtraction equations.• 1.OA.7 Understand the meaning of the equal sign,
and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 –1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
Think of 8 + 4 = __ + 5.Building on tasks like On and Off, students can think
about how 3 + 4 = 5 + 2 or 5 + 2 = 6 + 1
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Number Balance
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Operations and Algebraic Thinking 2.OA
Represent and solve problems involving addition and subtraction.
• 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
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Grade Two
Students use context problems to learn about a variety of problem structures.
• Sarah has 9 apples. Kitty gives her 4 more. How many does she have? 9 + 4=__
• Sarah has some apples. Kitty gives her 4more. Now she has 11 apples. How many did she have to begin with? __ + 4 = 11
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Grade Three
• Understanding different problem structures moves students to multiplication and its relationship to division.
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• There are 4 space ships. Each spaceship has 3 durdles (legs). There are 12 durdles all together. Write three riddles for this story with three different answers.
Put an unknown in each position
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Fractions are a rich part of mathematics, but we tend to manipulate fractions by rote memorization rather than trying to make sense of the concepts and procedures.
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In a relay race, each runner runs ½ of a lap. If there are 4 team members how long is the race?
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Old Boxes
• People are the next step• If people just swap out the old standards and put
the new CCSS in the old boxes• Into old systems and procedures• Into the old relationships• Into old instructional materials formats• Into old assessment tools,• Then nothing will change, and perhaps nothing will.
Phil Daro, NCCTM 2010
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Fractions
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Adding Fractions
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2/3 x 4/5
Multiplication of Fractions
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2/3 x 4/5
Multiplication of Fractions
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2/3 x 4/5
Multiplication of Fractions
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Division of Fractions 5 ÷⅓ = ?
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Division of Fractions 5 ÷⅓ = ?
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Division of Fractions 5 ÷⅓ = ?
1 2 3 4 5 6 7 8 9
10 11 12 13 14 15
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Domain Grade 3 Grade 4 Grade 5Operations and Algebraic Thinking
30 -35% 12 – 17% 5 – 10%
Number and Operations in Base Ten
5 – 10% 22 – 27% 22 – 27%
Number and Operations—Fractions
20 – 25% 27- 32% 47 – 52%
Measurement and Data
22 – 27% 12 – 17% 10 – 15%
Geometry 10 – 15% 12 – 17% 2 -7&
Total 100% 100% 100%
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Time to ReflectOne thing I have learned…. One idea I am uncertain about …
One concept I can begin to use now… “One eye opening moment”
Next time I would like to see… I now know I have to….