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!