LOOKING AHEAD TO THE NEW CURRICULUM

MATH COMMON CORE STATE STANDARDS AND CREC

WE ARE READY FOR CHANGE

IT MAY BE DAUNTING,

IT MAY BE OVERWHELMING AT TIMES,

IT WILL BE CHALLENGING,

BUT WE ARE IN IT TOGETHER.

MATH COMMON CORE STATE STANDARDS

• As of today, 45 states have adopted the Common Core State Standards for Math.• Mathematical Practice Standards alongside

Content Standards• Teaching to Mastery!

These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states to work together to build on lessons

learned from two decades of standards based reforms. It is time to recognize that standards

are not just promises to our children, but promises we intend to keep.

— CCSS (2010, p.5)

PARADIGM SHIFTS FOR MATHEMATICS

Bid Adieu to CMT Strand Land

Bid Güten Tag to standards-based focused, coherent instruction

Put the practice standards into practice

Support instruction with intense, focused professional development

SHIFTS FOR MATH

• Focus, focus, focus• Coherence• Fluency• Deep Understanding• Application• Dual Intensity

GradePriorities in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding

K–2Addition and subtraction, measurement using whole number quantities

3–5Multiplication and division of whole numbers and fractions

6Ratios and proportional reasoning; early expressions and equations

7Ratios and proportional reasoning; arithmetic of rational numbers

8 Linear algebra

Priorities in Mathematics

KEY FLUENCIES

Grade Required Fluency

K Add/subtract within 5

1 Add/subtract within 10

2Add/subtract within 20

Add/subtract within 100 (pencil and paper)

3Multiply/divide within 100

Add/subtract within 1000

4 Add/subtract within 1,000,000

5 Multi-digit multiplication

6Multi-digit division

Multi-digit decimal operations

7 Solve px + q = r, p(x + q) = r

8 Solve simple 22 systems by inspection

KINDERGARTEN FORMER CT K CONTENT THAT IS NO LONGER IN K UNDER THE

CCSS

• Patterns (First appear in Grade 3 of CCSS) • Relationships between part & whole; fractional reasoning

(Slight focus in Grade 2 CCSS, then strong focus in Grades 3-5)

• Story problems (Grade K CCSS focus on multiple informal representations for addition and subtraction) – IMPORTANT NOTE: Addition and subtraction EQUATIONS

(those using an equal symbol) are introduced formally in Grade 1, not in kindergarten.

• Money (First appears in Grade 2 of CCSS) • Time using calendar (does not explicitly appear in CCSS) • Data collection (Limited in CCSS to counting objects in

classified sets) • Probability (First appears in Grade 7 of CCSS)

GRADE ONE FORMER CT GRADE 1 CONTENT THAT IS NO LONGER IN GRADE 1

UNDER THE CCSS

• Patterns (First appear in Grade 3 of CCSS) • Relationships between part & whole; fractional reasoning

(Slight focus in Grade 2 CCSS, then strong focus in Grades 3-5)

• Other discrete topics: Use of a balance scale; ordinal numbers; estimating; describing location, direction, position;

• Money & Calendar (Money focused in Grade 2 CCSS, Calendar not part of CCSS)

• Data (Data in Grade 1 CCSS is limited to organization, representation and analysis with up to three categories)

• Probability (First appears in Grade 7 of CCSS)

GRADE TWO FORMER CT GRADE 2 CONTENT THAT IS NO LONGER IN GRADE 2

UNDER THE CCSS

• Patterns (First appear in Grade 3 of CCSS) • Expanded form (There is a huge emphasis on place value,

but not writing numbers in expanded form using multiplication as in CT GLEs)

• Relationships between part & whole; fractional reasoning (Limited to partitioning geometric shapes in Grade 2 CCSS)

• Estimation (primarily only seen in the measurement standards in Grade 2 CCSS)

• Calendar • Three-dimensional shapes • Temperature, balance scales, capacity, volume, area, weight

(emphasis in CCSS on linear measurement in Grade 2) • Probability (First appears in Grade 7 of CCSS) • Tables, tallies, posing data collection questions

GRADE THREE FORMER CT GRADE 3 CONTENT THAT IS NO LONGER IN GRADE 3

UNDER THE CCSS

• Sorting, classifying, ordering, repeating patterns • Comparing numbers using inequalities is focused on

fractions in the CCSS for Grade 3 • Expanded form • Ratios • Money, including operations with money • Calendars • Data – major shift in focus • Probability • Capacity, weight, temperature • Three-dimensional shapes • Symmetry • Coordinate grid

GRADE FOUR FORMER CT GRADE 4 CONTENT THAT IS NO LONGER IN GRADE 4

UNDER THE CCSS

• Ratios and proportions • Story problems (Focus is on problem solving, not

problem writing) • Recall of basic facts • Three-dimensional solids • Coordinate grids • Geometric transformations (reflections, rotations,

translations) • Calendars and clocks • Circle graphs and broken line graphs • Range, median, mode, mean • Probability

GRADE FIVE FORMER CT GRADE 5 CONTENT THAT IS NO LONGER IN GRADE 5

UNDER THE CCSS

• Variables and equations • Numbers – Negative, prime, composite, perfect squares • Equivalent fractions, ratios, percents • Perimeter and area (Focus is on volume) • Calendars and clocks • Probability • All graphs except line plots, which are used for a very specific

purpose • Surveys • Mean, Median, Mode, Range

GRADE SIX FORMER CT GRADE 6 CONTENT THAT IS NO LONGER IN GRADE

6 UNDER THE CCSS

• Place value, including expanded form notation (students understanding of place value should come to closure in Grade 5)

• Fraction, decimal, percent equivalence (Introduction to percent in Grade 6 takes a different approach)

• Addition and subtraction of fractions (Most fractional operations have come to closure – focus on dividing fractions by fractions)

• Estimation • Symmetry • Geometric translations • Radius, diameter, circumference • Scale models and similar figures • Probability

CURRICULUM CHANGES IN 2012-2013

• Grades 1 through 5 will be rolling out a new curriculum.• Pacing guide • Unit plans • Assessments

• Kindergarten, Pre-Kindergarten, and Grade 6 will have minor revisions based on feedback this year.

PACING GUIDE

UNIT PLAN

RESOURCES

YOUR TASK

• Review the Pacing Guide• Order of the units• Standards addressed• Time within the unit

• Review Unit 1 Plan• Layout of the document• Understanding of the standard(s)

• Identify Lessons/Activities/Resources for Unit 1• Begin to Create an Essential Resource List• Essential instructional materials that will become part of the

curriculum• Essential classroom materials that support the new curriculum

NEXT STEPS

• Using the essential resource lists created, inventory the materials in each building• Grade level teams identify up to two skills that

are “must-haves” for success. These two skills will then be a focus post-CMT in the previous grade.• Continue work on the remaining units• Professional development on planning/mapping a

unit using the resources identified