common core state standards k-5 mathematics presented by: teresa hardin and amanda tyner
Post on 01-Apr-2015
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Common Core State Standards
K-5 Mathematics
Presented by:
Teresa Hardinand
Amanda Tyner
Review
Share with your table what you discovered from viewing the crosswalks and unpacking
documents. As a table, decide what three comments you would
like to share.
Something to think about
When planning, ask “What task can I give that will build student
understanding?”
rather than
“How can I explain clearly so they will understand?”
Grayson Wheatley, NCCTM, 2002
A ComparisonUnited States
• Teachers instruct students in concepts/skills.
• Teacher solves example problems.
• Students practice.
Japan• Teacher poses thought
provoking questions.• Students/teachers
explore problem.• Students present
ideas/solutions.• Teacher summarizes
class solutions.• Students solve similar
problems.
Common Core Mathematical Practices
1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.
Activity
Develop a lesson that incorporates one of the mathematical practices. Draw and/or write the lesson on the chart paper and post it on the wall
when you finish.
A list of all the mathematical practices are on the table for your
convenience.
Group Sharing
The person in the group whose birthday is closest to January 23 has the opportunity to be the reporter or may select
someone else in the group to be the reporter.
Make sense of problems and preserve in solving them.
Video
Buzz Time
Discuss at your table the mathematical practices you
saw in the video.
Break time
We will take a 15 minute break
Activity—Fractions and Common Core
Example: A third of the class is wearing green. Half of the class are boys. How many boys are wearing green?
Procedure/Traditional--1/2 * 1/3 = (1*1)/(2*3) = 1/6
Common Core—What mathematical practices would you use to solve this problem?
Buzz Time
Discuss at your table the mathematical practices you
saw in the video.
Review Mathematical Practices
Ms. S. has 4,010 bunnies. Ms. C. has
999. How many more bunnies does Ms. S. have than Ms. C.?
How could you solve this problemusing two different strategies?
Children at work
View the next slide to see what Misha did to solve a
similar problem.
Jacobs & Philipp, San Diego State University
Buzz Time
Discuss at your table the mathematical practices that Misha used to solve her
problem.
Josh had 28 apples. His mother gave him 13 more. How many apples does
Josh have?
Juan Juan put out three fingers as he counted, “10, 20, 30.” Then he paused and said, “38.” Finally, he put out three fingers on his other hand as he counted, “39, 40, 41.”
Santeda Santeda said, “10, 20, 30, (pause), 8 and 2 is 10, so there’s 1 left over, so it’s 41.”
Katie Katie used base ten blocks. She put out 2 ten rods and 8 ones, followed by tens rod and 3 ones. She pointed to the tens rods and counted, “10, 20, 30”. Then she pointed to the ones as she counted, “31, 32, 33, 34, 35, 36, 37, 38, 39, 40, 41.”
Rodney Rodney counted out 28 cubes and put them in a pile. He thencounted 13 cubes and put them in another pile. He thencounted each cube, “1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11…. 39, 40, 41.”
Kindergarten Example
• Teacher: “I have some chips here. Do you think they will fit on our ten frame? Why? Why Not?”
• Students: Share thoughts with one another.
• Teacher: “Use your ten frame to investigate.”
• Students: “Look. There’s too many to fit on the ten frame. Only ten chips will fit on it.”
• Teacher: “So you have some leftovers?”
• Students: “Yes. I’ll put them over here next to the ten frame.”
Kindergarten Example, Cont.
• Teacher: “So, how many do you have inall?”
• Student A: “One, two, three, four, five…ten, eleven, twelve, thirteen, fourteen. Ihave fourteen. Ten fit on and four didn’t.”
• Student B: Pointing to the ten frame, “See them- that’s 10… 11, 12, 13, 14. There’s fourteen.”
Kindergarten Example, Cont.
Use your recording sheet(s) to show what
you found out.
14 = 10 + 4
Video
Reflection
As you leave today, write on a sticky note three things learned
from today’s presentation and how
you will begin implementing the
information learned in your teaching? Thank you for all you
do for the students in the Public Schools of
Robeson County!
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