Connecticut Core Standards for Mathematics
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Sectio n 3 Connecticut Core Standards for Mathematics Systems of Professional Learning Module 2 Grades K-5: Focus on Content Standards
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Connecticut Core Standards for Mathematics. Systems of Professional Learning. Module 2 Grades K-5: Focus on Content Standards. The Progression of the Content Standards. Section 3. Page 15. The Organization of the Standards. Domain Distribution. Source: http://www.definingthecore.com. - PowerPoint PPT Presentation
Transcript of Connecticut Core Standards for Mathematics
Section 3
Connecticut Core Standards for Mathematics
Systems of Professional LearningModule 2 Grades K-5: Focus on Content Standards
The Progression of the Content Standards
Section 3
2
Page 15
Section 3
The Organization of the Standards
3
Section 3
Domain Distribution
4
Source: http://www.definingthecore.com
Section 3
Domain Progression
5
For more Information: http://commoncoretools.me/category/progressions/
Section 3
Number and Operations in Base Ten
Number and Operations in Fractions
Counting and Cardinality & Operations and Algebraic Thinking
Measurement and Data
Geometry
Exploring the Content Standards
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Section 3
Exploring the Content Standards
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Part 1
Examine your assigned domain and determine which standards focus on:• Conceptual Understanding (CU)• Procedural Skill and Fluency (PSF)• Application (A)
2.NBT.1Understand that three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g.
706 equals 7 hundreds, 0 tens, and 6 ones.
K.NBT.1
Compose and decompose
numbers from 11to19 into ten
ones and some further ones
e.g. by using objects,
drawings, and record each
composition or decomposition
by a drawing or equation.
4.NBT.4
Fluently add and subtract multi-digit whole numbers to any place.
Page 15
Section 3
Exploring the Content Standards
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Part 2
Examine your assigned domain across the K-5 grade band and record five general observations about the progression and two observations about the relationship between the Content and Practice Standards.
2.NBT.1Understand that three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g.
706 equals 7 hundreds, 0 tens, and 6 ones.
K.NBT.1
Compose and decompose
numbers from 11to19 into ten
ones and some further ones
e.g. by using objects,
drawings, and record each
composition or decomposition
by a drawing or equation.
1.NBT.2a
Understand that numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
Guide Pages14-15
Page 16
Section 3
Exploring the Content Standards
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Part 3
Examine all of the Content Standards for your assigned grade level. Make connections across domains and create clusters that can be taught as part of a lesson or unit.
3.NBT.2Fluently add and subtract within 1000 using strategies
and algorithms based on place value, properties of operations, and/or the relationship between addition
and subtraction.
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.
3.MD.8
Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. Guide
Pages14-15
Page 17
Section 3 11
How might you help teachers at your school to fully understand the progressions of the content standards?What questions do you anticipate teachers having about the content standards?
Reflect
Page 18
