Common Core State Standards K-5 Mathematics
description
Transcript of Common Core State Standards K-5 Mathematics
![Page 1: Common Core State Standards K-5 Mathematics](https://reader036.fdocuments.us/reader036/viewer/2022062411/568166f7550346895ddb54e5/html5/thumbnails/1.jpg)
Common Core State Standards
K-5 Mathematics
Presented by:
Teresa Hardinand
Amanda Tyner
![Page 2: Common Core State Standards K-5 Mathematics](https://reader036.fdocuments.us/reader036/viewer/2022062411/568166f7550346895ddb54e5/html5/thumbnails/2.jpg)
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.
![Page 3: Common Core State Standards K-5 Mathematics](https://reader036.fdocuments.us/reader036/viewer/2022062411/568166f7550346895ddb54e5/html5/thumbnails/3.jpg)
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
![Page 4: Common Core State Standards K-5 Mathematics](https://reader036.fdocuments.us/reader036/viewer/2022062411/568166f7550346895ddb54e5/html5/thumbnails/4.jpg)
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.
![Page 5: Common Core State Standards K-5 Mathematics](https://reader036.fdocuments.us/reader036/viewer/2022062411/568166f7550346895ddb54e5/html5/thumbnails/5.jpg)
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.
![Page 6: Common Core State Standards K-5 Mathematics](https://reader036.fdocuments.us/reader036/viewer/2022062411/568166f7550346895ddb54e5/html5/thumbnails/6.jpg)
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.
![Page 7: Common Core State Standards K-5 Mathematics](https://reader036.fdocuments.us/reader036/viewer/2022062411/568166f7550346895ddb54e5/html5/thumbnails/7.jpg)
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.
![Page 8: Common Core State Standards K-5 Mathematics](https://reader036.fdocuments.us/reader036/viewer/2022062411/568166f7550346895ddb54e5/html5/thumbnails/8.jpg)
![Page 9: Common Core State Standards K-5 Mathematics](https://reader036.fdocuments.us/reader036/viewer/2022062411/568166f7550346895ddb54e5/html5/thumbnails/9.jpg)
![Page 10: Common Core State Standards K-5 Mathematics](https://reader036.fdocuments.us/reader036/viewer/2022062411/568166f7550346895ddb54e5/html5/thumbnails/10.jpg)
Make sense of problems and preserve in solving them.
![Page 11: Common Core State Standards K-5 Mathematics](https://reader036.fdocuments.us/reader036/viewer/2022062411/568166f7550346895ddb54e5/html5/thumbnails/11.jpg)
![Page 12: Common Core State Standards K-5 Mathematics](https://reader036.fdocuments.us/reader036/viewer/2022062411/568166f7550346895ddb54e5/html5/thumbnails/12.jpg)
![Page 13: Common Core State Standards K-5 Mathematics](https://reader036.fdocuments.us/reader036/viewer/2022062411/568166f7550346895ddb54e5/html5/thumbnails/13.jpg)
Video
![Page 14: Common Core State Standards K-5 Mathematics](https://reader036.fdocuments.us/reader036/viewer/2022062411/568166f7550346895ddb54e5/html5/thumbnails/14.jpg)
Buzz TimeDiscuss at your table the
mathematical practices you saw in the video.
![Page 15: Common Core State Standards K-5 Mathematics](https://reader036.fdocuments.us/reader036/viewer/2022062411/568166f7550346895ddb54e5/html5/thumbnails/15.jpg)
Break time
We will take a 15 minute break
![Page 16: Common Core State Standards K-5 Mathematics](https://reader036.fdocuments.us/reader036/viewer/2022062411/568166f7550346895ddb54e5/html5/thumbnails/16.jpg)
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?
![Page 17: Common Core State Standards K-5 Mathematics](https://reader036.fdocuments.us/reader036/viewer/2022062411/568166f7550346895ddb54e5/html5/thumbnails/17.jpg)
Buzz TimeDiscuss at your table the
mathematical practices you saw in the video.
![Page 18: Common Core State Standards K-5 Mathematics](https://reader036.fdocuments.us/reader036/viewer/2022062411/568166f7550346895ddb54e5/html5/thumbnails/18.jpg)
Review Mathematical Practices
Ms. S. has 4,010 bunnies. Ms. C. has999. How many more bunnies does
Ms. S. have than Ms. C.?
How could you solve this problemusing two different strategies?
![Page 19: Common Core State Standards K-5 Mathematics](https://reader036.fdocuments.us/reader036/viewer/2022062411/568166f7550346895ddb54e5/html5/thumbnails/19.jpg)
Children at work
View the next slide to see what Misha did to solve a
similar problem.
![Page 20: Common Core State Standards K-5 Mathematics](https://reader036.fdocuments.us/reader036/viewer/2022062411/568166f7550346895ddb54e5/html5/thumbnails/20.jpg)
Jacobs & Philipp, San Diego State University
![Page 21: Common Core State Standards K-5 Mathematics](https://reader036.fdocuments.us/reader036/viewer/2022062411/568166f7550346895ddb54e5/html5/thumbnails/21.jpg)
Buzz TimeDiscuss at your table the mathematical practices that Misha used to solve her
problem.
![Page 22: Common Core State Standards K-5 Mathematics](https://reader036.fdocuments.us/reader036/viewer/2022062411/568166f7550346895ddb54e5/html5/thumbnails/22.jpg)
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.”
![Page 23: Common Core State Standards K-5 Mathematics](https://reader036.fdocuments.us/reader036/viewer/2022062411/568166f7550346895ddb54e5/html5/thumbnails/23.jpg)
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.”
![Page 24: Common Core State Standards K-5 Mathematics](https://reader036.fdocuments.us/reader036/viewer/2022062411/568166f7550346895ddb54e5/html5/thumbnails/24.jpg)
• 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.
![Page 25: Common Core State Standards K-5 Mathematics](https://reader036.fdocuments.us/reader036/viewer/2022062411/568166f7550346895ddb54e5/html5/thumbnails/25.jpg)
• 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.
![Page 26: Common Core State Standards K-5 Mathematics](https://reader036.fdocuments.us/reader036/viewer/2022062411/568166f7550346895ddb54e5/html5/thumbnails/26.jpg)
Use your recording sheet(s) to show what
you found out.
14 = 10 + 4
![Page 27: Common Core State Standards K-5 Mathematics](https://reader036.fdocuments.us/reader036/viewer/2022062411/568166f7550346895ddb54e5/html5/thumbnails/27.jpg)
Video
![Page 28: Common Core State Standards K-5 Mathematics](https://reader036.fdocuments.us/reader036/viewer/2022062411/568166f7550346895ddb54e5/html5/thumbnails/28.jpg)
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!