CCSS - Mathematics
Shifts in Mathematics
Oregon CSS articulation of Content Shifts
New York Engage - Common Core in Mathematics: Shift 1 – Focus
New Your Engage - Common Core in Mathematics: Shifts 2-6
Achieve the Core articulation of the 3 main shifts and fluency levels by grade.
Wausaukee Grades pK-8 will implement the EngageNY math curriculum for the 2014-15 school year
Math Progressions
The Common Core State Standards in mathematics were built on progressions: narrative documents describing the progression of a topic across a number of grade levels, informed both by research on children's cognitive development and by the logical structure of mathematics.
Progression Documents - Institute for Mathematics and Education
The Importance of Math Progressions - Hunt Institute Video
K-8 Standards by Domain
Counting and Cardinality
Operations and Algebraic Thinking,
Number and Operations in Base Ten,
Number and Operations—Fractions,
Measurement and Data, Geometry,
Ratio and Proportional Relationships,
The Number System,
Expressions and Equations,
Statistics and Probability,
Functions
Standards of Mathematical Practice
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.
K-1st grade math practice posters:
http://elemmath.jordandistrict.org/files/2012/04/Practices-K-16.pdf
2nd-3rd grade:
http://elemmath.jordandistrict.org/files/2012/04/Practices-2-35.pdf
4th-5th grade:
http://elemmath.jordandistrict.org/files/2012/04/Practices-4-52.pdf
6th grade:
http://elemmath.jordandistrict.org/files/2012/04/Practices-62.pdf
Standards for Mathematical Practice presentation
The Common Core “FlipBooks” are a compilation of research, “unpacked” standards from many states, instructional strategies and examples for each standard at each grade level. The intent is to show the connections to the Standards of Mathematical Practices for the content standards and to get detailed information at each level.
Kindergarten: http://katm.org/wp/wp-content/uploads/flipbooks/KFlipBookedited.pdf
First Grade: http://katm.org/wp/wp-content/uploads/flipbooks/1stFLIPpdf2.pdf
Second Grade: http://katm.org/wp/wp-content/uploads/flipbooks/2FlipBookedited.pdf
Third Grade: http://katm.org/wp/wp-content/uploads/flipbooks/3flipbookedited_2.pdf
Fourth Grade: http://katm.org/wp/wp-content/uploads/flipbooks/4FlipBookedited.pdf
Fifth Grade: http://katm.org/wp/wp-content/uploads/flipbooks/5th-Flipbookedited2.pdf
Sixth Grade: http://katm.org/wp/wp-content/uploads/2012/06/6FlipBookedited22.pdf
Seventh Grade: http://katm.org/wp/wp-content/uploads/flipbooks/7th_FlipBookEdited21.pdf
Eighth Grade: http://katm.org/wp/wp-content/uploads/flipbooks/8thFlipFinaledited.pdf
Mathematics Tasks
The Illustrative Mathematics Project
Tasks developed by state of Georgia
Mathematics Performance Assessments
Inside Mathematics - tasks are more complex and would make great performance based assessment tasks
Mathematical Fluencies
What is Rigor?
Learning experiences |
Experiences that do |
challenge students |
are more “difficult,” with no purpose (for example, adding 7ths and 15ths without a real context) |
require effort and tenacity by students |
require minimal effort |
focus on quality (rich tasks) |
focus on quantity (more pages to do) |
include entry points and extensions for all students |
are offered only to gifted students |
are not always tidy, and can have multiple paths to possible solutions |
are scripted, with a neat path to a solution |
provide connections among mathematical ideas |
do not connect to other mathematical ideas |
contain rich mathematics that is relevant to students |
contain routine procedures with little relevance |
develop strategic and flexible thinking |
follow a rote procedure |
encourage reasoning and sense making |
require memorization of rules and procedures without understanding |
expect students to be actively involved in their own learning |
often involve teachers doing the work while students watch |
From NCTM - What's all the Talk about Rigor?