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Common Core Curriculum Framework

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Malissa Jacks

on 1 April 2014

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Transcript of Common Core Curriculum Framework

SEDOL Common Core Curriculum Framework
for Math

Kindergarten - Grade 2
What are the Common Core Standards?
Designed with focus, coherence, and rigor in mind.
Narrows the scope of content in each grade
Domain
Cluster
Balanced combination of procedure and understanding
Mathematical thinking behaviors that all students should be utilizing to solve, comprehend, and explain math.
MP.2
MP.1
Make sense of problems and persevere in solving them
Reason abstractly and quantitatively.
MP.4
MP.5
MP.6
MP.3
Construct viable arguments and
critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
MP.7
Look for and make use of structure
MP.8
Look for and express regularity in repeated reasoning.
Standard
When given a problem, I can make a plan to solve it and check my answer.
I can use numbers and words to help me make sense of problems.
I can explain my thinking and consider the mathematical thinking of others.
I can recognize math in everyday life and use math I know to solve problems.
I can use math tools to help me explore and understand math in my world.
I can be careful when I use math and clear when I share my ideas.
I can see and understand how numbers and shapes are put together as parts and wholes.
I can notice when calculations are repeated.
Multiplication and Division
3 + 3 = 6
4 + 4 = 8
3 + 4 = ?
4, 6, 8, 9, 10, 12,
15, 16, 20, 25
Measurement
34
35
36
37
38
In Kindergarten...
In First Grade...
Cluster Graph
Pictograph
Sample Questions
Alexa added more spiders until the number of spiders was the same as the number of mammals. How many did she add?

How many more mammals are there than birds?

What can be figured out from this information?
Line Plot
The PARCC Assessment
The Partnership for Assessment of Readiness for College and Careers
http://www.parcconline.org/parcc-assessment
" The Mathematical Practices will be taken seriously in curriculum and teaching if, and only if, they are taken seriously in testing. It can be expected, then, that the developers of the CCSS, and the States that collaborated in calling for the development of the CCSS, will work with the developers of assessments to ensure that the Mathematical Practices are taken seriously in testing.
http://www.parcconline.org/samples/mathematics/grade-3-mathematics-fluency

http://www.parcconline.org/samples/mathematics/grade-3-mathematics-field
Meaning does not exist on paper. The only thing you will ever find on paper are black marks. Meaning is in people. People give, assign, or ascribe meanings which they already have in their experiences.
The problems we encounter in the "real world" - our work life, family life, and personal health - don't ask us what chapter we've just studied and don't tell us which parts of our prior knowledge to recall and use. In fact, they rarely ever tell us exactly what question we need to answer, and they almost never tell us where to begin. They just happen. What makes a problem "real" is the fact that you don't know how to solve it at first, but can figure it out.

-thinkmath.edc.org
The Problem with using number charts to teach skip counting.
5 10 15
20
25
30
35
40
45
50
55
60
65
70
75
80
85
90
95
100
105
110
115
120
125
130
135
140
145
150
5
10
15
20
25
30
Cardinality
The last number stated is the quantity in the set.
Base-Ten Numerals:
234
Number Names:
two hundred thirty-four
Expanded Form:
200 + 30 + 4
Purpose: To analyze standards across grade levels to determine the similarities and differences. Describe and document the changes in terms of the target grade level and the grade before and the grade after.
Purpose: To reflect on the level of instruction or varying levels of instruction (developmental, reinforcement, and/or drill and practice) that need to be considered when designing or planning lessons for the target standard(s)
Purpose: To generate instructional approaches aligned to the content and processes with consideration of other domains, clusters, and/or standards that might impact understanding and/or mastery of target grade level standards.
Fluency
Strategies
Making a ten
Word Problems
Counting
Order and Compare
Addition and Subtraction
Operation Comprehension
Algebraic Thinking
Time and Money
Represent and Interpret
Data
Place Value
Shape Recognition
Shape Manipulation and Spatial Reasoning
Purpose: To focus thinking around one big idea
Order and Compare Activity
Break
Place Value Activity
Purpose: To analyze standards across grade levels to determine the similarities and differences. Describe and document the changes in terms of the target grade level and the grade before and the grade after.
Purpose: To reflect on the level of instruction or varying levels of instruction (developmental, reinforcement, and/or drill and practice) that need to be considered when designing or planning lessons for the target standard(s)
Purpose: To generate instructional approaches aligned to the content and processes with consideration of other domains, clusters, and/or standards that might impact understanding and/or mastery of target grade level standards.
Purpose: To focus thinking around one big idea
Math "IPF"

Primary Objectives

Understand how to read and interpret SEDOL's:
a. Curriculum Framework
b. Scope and Sequence
c. Instructional Alignment Document

Secondary Objectives

1. Increase your math content knowledge so that you can analyze student development.
2. Introduce the instructional routine for the math block
Primary Objectives
Secondary Objectives
6
4
4
3
5
7
Decomposing to a ten
Counting on
Related facts
Using the relationship between addition and subtraction
Fluency is NOT automaticity
It does not come from memorization
It is the process of using strategies to solve problems more efficiently
This is something that cannot be assessed through a paper and pencil assessment. Needs to be assessed through an interview based assessment.
Wings
No wings
Neil Postman
Properties of operations
Closing Thoughts
Indirect
If we know blue is bigger than yellow, and red is smaller than yellow. Then, what do we know about the relationship between blue and red?
-Knowing to solve 11 - 8 =
you can use 8 + _ = 11
-Using the 12 subtypes to
help solve problems
1. Increase your math content knowledge so that you can analyze student development.
2. Introduce the instructional routine for the math block
TRY A NUMBER TALK!
What does it take to be a good counter?
Key Points:
Manipulatives
Grouped and pre-grouped
Control of number
Describe ways in which students ought to engage with mathematics.
Properties of Operations:
-Commutative (8 + 3 = 3 + 8)
-Associative (3 + 4 + 7)
Strategies based on place value:
-Making a ten
-Decomposing to form a ten
Relationship between addition and subtraction:
(P. 12)
(p. 19)
(p. 22)
(p. 25)
(p. 33)
(p. 35)
(p. 28)
(p. 37)
(p. 40)
(p. 42)
(p. 30)
(p. 44)
(p. 46)
23 + 4 =
34 + 30 =
54 + 38 =
MODELS or DRAWINGS
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