**SEDOL Common Core Curriculum Framework**

for Math

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