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## Common Core State Standards

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**Common Core State Standards**Defining the core: A whole new way of learning Broward County Public Schools Elementary Math Contact Meeting August 15, 2012**Expected Outcomes**• Enhance knowledge base of the Common Core Standards for Mathematics. 1 • Become familiar with the shifts, practices and progressions key to the CCSS for Mathematics. 2 • Understand the District implementation and roll out process. 3 Become familiar with the District professional learning plan, including the communication web site. 4 5 Listen to your feedback and questions regarding the CCSS Math implementation.**Sample 4th Grade Assessment Item aligned to CCSS**Pablo solved a multiplication problem using two different methods. He made a mistake in either Method W or Method Z.**Sample 5th Grade Performance Task aligned to CCSS**What is a reasonable height for Branden at age 2? centimeters**NGSSS vs. CCSSContent Standards**NGSSS Grade 6: BIG IDEA 1 Develop an understanding of and fluency with multiplication and division of fractions and decimals. CCSS Number and Operations in Base Ten 5.NBT Perform operations with multi-digit whole numbers and with decimals to hundredths. Number and Operations—Fractions 5.NF Apply and extend previous understandings of multiplication and division to multiply and divide fractions. The Number System 6.NS Apply and extend previous understandings of multiplication and division to divide fractions by fractions.**NGSSS vs. CCSS**Content Standards NGSSS Grade 5 Supporting Idea: Geometry and Measurement Identify and plot ordered pairs on the first quadrant of the coordinate plane. Grade 4 Supporting Idea: Algebra Generate algebraic rules and use all four operations to describe patterns, including nonnumeric growing or repeating patterns. CCSS Analyze patterns and relationships. Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.**Shifts in Mathematical Instructional Strategies**Focus More time on fewer things at any grade level**Traditional U.S. Approach (SSS Strands)**e.g. Adding and Subtracting Fractions… e.g. Mean, Median, Mode, (Range)…**NGSSS Big Ideas (5th Grade)**BIG IDEA 1: Develop an understanding of and fluency with division of whole numbers. BIG IDEA 2: Develop an understanding of and fluency with addition and subtraction of fractions and decimals. BIG IDEA 3: Write, interpret, and use mathematical expressions and equations.**CCSS Domains**Key Areas of Focus in Mathematics for Grade 5 Operations in Base Ten, Fractions, & Measurement**Shifts in Mathematical Instructional Strategies**Focus Coherence Connect the learning within and across grades More time on fewer things at any grade level**One progression of Common Core State Mathematics Standards**Operations and Algebraic Thinking Expressions and Equations Algebra Number and Operations-Base Ten The Number System Number and Operations-Fractions K 1 2 3 4 5 6 7 8 High School**Shifts in Mathematical Instructional Strategies**Focus Coherence Connect the learning within and across grades More time on fewer things at any grade level Procedural Fluency Application Conceptual Understanding**CCSS Mathematics Team**• Dr. Marie Wright, Executive Director, Instruction and Intervention • Dr. Jeanine Gendron, Director, STEM and Instructional Resources • Guy Barmoha, Curriculum Specialist, Math • James “Duke” Chinn, Curriculum Specialist, Math • Barbara Perez, Curriculum Specialist, STEM • Seitu Smith, Curriculum Specialist, Language in Math Grant • Gloria Aguirre, Staff Developer, Math • Ricky Bobinchuck, Staff Developer, Math