Welcome to CCSS Welcome to CCSS Math Training Math Training

44thth grade gradePlease begin

assembling your notebooks. We will

begin at 8:45

Common Core Common Core State State

Standards for Standards for MathematicsMathematics

Questions? Concerns?

Put them in the parking

lot!

Learning Targets

Gain an awareness of the content and structure of the Common Core State Standards for Mathematics

Understand the meaning of the Mathematical Practices in the CCSSM and apply the practices to your current classroom instruction

Become familiar with the content standards at your grade level

www.corestandards.org

Common Core Notebooks

Math SectionCCSS & GlossaryLearning ProgressionsUnpacking DocumentCrosswalk Document

Common Core State Standards

Design and Organization

Standards for Mathematical Practice Carry across all grade levels Describe habits of mind of a mathematically expert

student

Standards for Mathematical Content K-8 standards presented by grade level Domains:

Number and Operations Counting and Cardinality Operations and Algebraic Thinking Number and Operations in Base Ten Number and Operations—Fractions

Measurement and Data Geometry

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quantitatively3. Construct viable arguments and critique the

reasoning of others4. Model with mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure8. Look for and express regularity in

repeated reasoning

Standards for Mathematical Practices

Standards for Mathematical Practice

While the Content Standards describe what mathematics students should be able to understand and do,

the Mathematical Practices describe how students should

engage with these mathematical

concepts and skills.

Mathematical Practices

Mathematical practices describe the habits of mind of mathematically proficient students.

In your classroom, Who is doing the talking? Who is doing the thinking? Who is doing the math?

Standards for Mathematical Practice2. Reason abstractly and

quantitatively

3. Construct viable arguments and critique the reasoning of others

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7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning

4. Model with mathematics

5. Use appropriate tools strategically

Reasoning and Explaining

Modeling and Using Tools

Seeing Structure and Generalizing

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quantitatively3. Construct viable arguments and critique the

reasoning of others4. Model with mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure8. Look for and express regularity in

repeated reasoning

Standards for Mathematical Practices

Design and Organization

Standards for Mathematical Practice Carry across all grade levels Describe habits of mind of a mathematically expert

student

Standards for Mathematical Content K-8 standards presented by grade level Domains:

Number and Operations Counting and Cardinality Operations and Algebraic Thinking Number and Operations in Base Ten Number and Operations—Fractions

Measurement and Data Geometry

Design and Organization

Mathematical Practices

Grade Level Overviews

Design and Organization Content standards define what students should

understand and be able to do Clusters are groups of related standards Domains are larger groups that progress across

grades

Grade Level

Domain Standards

Content Domains

Illustrative Mathematics Tools

http://illustrativemathematic

s.org/standards

Common Core Resources

GlossaryTables Common addition and subtraction situations

Operations and Properties Tables

Table 3. The properties of operations

Common Core Resources

Unpacking Document

Crosswalks

Focal Points & Critical Areas

Focal PointsFocal Points

Focal Points & Critical Areas

Critical Area

Time to Reflect

Summary

4th Grade Big Ideas

Geom

etryP

lace

Valu

e

Angle Activity

Making Wax Paper

Protractors

Investigations Unit 4 Session 3

Take a minute to explore measuring the angles of

Power Polygons.Trace and record your

findings.

Use the measures you discovered to build a shape that contains; a 60 degree anglea 120 degree anglea 150 degree angle

Record your findings by tracing the combination of polygons you used to create

each angle listed above. Be sure to carefully label your drawings.

A Technology Resource for Angles

http://primarygamesarena.com/Banana-Hunt2631

Time to Reflect

Summary

Scavenger Hunt

1. What grade is the standard algorithm for multiplication taught?

2. What grade introduces the concept of probability? 3. What grade level introduces money?4. What grade level introduces fractions?5. By the end of what grade should students

memorize multiplication facts with products to 100?

6. What grade is responsible to teach the eight mathematical practices?7. Line symmetry is introduced in what grade?8. What grade are the concepts of area and

perimeter taught?

Scavenger Hunt

Answers

1. What grade is the standard algorithm for multiplication taught? 5th grade

2. What grade introduces the concept of probability? Not in elementary

3. What grade level introduces money? 2nd grade and it builds through the

years4. What grade level introduces fractions?

3rd grade5. By the end of what grade should students

memorize multiplication facts with products to 100? Third

grade6. What grade is responsible to teach the

eight mathematical practices? All of them!

7. Line symmetry is introduced in what grade?

4th grade8. What grade are the concepts of area and

perimeter taught? 3rd grade

What’s InFactors and Multiples

(4.OA.4)Multiply a fraction by a whole number (4.NF.4)

Conversions of measurements in the same

system (4.MD.1 and 4.MD.2)

Angles and Angle Measures (4.MD.5, 4.MD.6, 4.MD.7)

Lines of Symmetry (4.G.3)

What’s Out

Coordinate system (3.01)

Transformations (3.03)

Line graphs and bar graphs (4.01)

Data – median, range, mode, comparing sets (4.03)

Probability (4.04)

Number relationships (5.02, 5.03)

Challenges for Next Year

What concepts need to be addressed in order to help students transition to the new math standards?

Gaps Will not have exposure to the basics of area and

perimeter Bar graphs (scaling and analyzing)

Challenges Students may not have foundational

knowledge in fractions to multiply

Time to Reflect

Summary

Investigations Alignment

How will Investigations align with the new Common Core State Standards?http://investigations.terc.edu/CCSS/

Goals of Investigations

Support students to make sense of mathematics and learn that they can be mathematical thinkers.

Focus on computational fluency with whole numbers as a major goal of the elementary grades.

Provide substantive work in important areas of mathematics—rational numbers, geometry, measurement, data, and early algebra—and connections among them.

Emphasize reasoning about mathematical ideasCommunicate mathematics content and pedagogy to

teachers.Engage the range of learners in understanding

mathematics.

Investigations and the CCSS

Close alignment between Investigations & the CCSS New work builds on and extends the existing work within

the grade level. Some sessions have been omitted to allow for new

material.

Mathematical Practices are aligned with the goals and principles of Investigations and deeply embedded in the fabric of the curriculum.

The Investigations curriculum when taught as intended, offers students and teachers coherence, focus, clarity and specificity in the teaching and learning of mathematics.

“While the CCSS Content Standards describe what mathematics students should be able to understand and do, the mathematical practices describe how students should engage with these mathematical concepts and skills. The Investigations curriculum is intentionally designed to promote a deep understanding of mathematics and develop mathematically proficient students who can think, reason, model and solve problems.”

(Standards for Mathematical Practices in Investigations in Number, Data and Space, p. 6.)

Using Investigations to Implement the Common Core – November 4, 2011

Grade Level Adaptations

Investigations Alignment

Resources:Investigations and the

Common Core State StandardsAlso found onlinewww.pearsonsuccessnet.com

Investigations Alignment

www.pearsonsuccessnet.com

Investigations and the CCSSM

Companion materials to InvestigationsInvestigations and the Common Core State Standards

Each grade level resource book contains:An instructional plan for adapting existing

content and adding new contentTeacher and student materials for new content

Sessions, Classroom Routines/TMM, Teaching/PD Notes, Resource Masters, Assessments

Detailed correlations between Investigations and Mathematical Practices and Content Standards

“Snap-in” Instructional Plan Tabs for each unit

How the New Content is Addressed

Teaching/Math Notes

Ten Minute-Math/Classroom Routines

Homework & Practice Pages

Sessions

Content & Pacing

1.Work together to use all seven tangram pieces to build

a square. 2.The square will represent our

whole in today’s activity.3.Next, work together to figure out the fractional size of each

tangram piece.

Try this!

Reflecting on the Task

What makes this activity a good task? What mathematical practices are

reinforced with this activity? What content standards or big ideas are

addressed?

Video

Fractions with Geoboards

http://www.learner.org/vod/vod_window.html?pid=905

Time to Reflect

Summary

CCSSM Resources

Books Magazines

Technology Resources

DPI Wikihttp://www.ncdpi.wikispaces.net/http://maccss.ncdpi.wikispaces.net/home

CCSSM Resources

Common Core State Standards Live Binder:http://www.livebinders.com/edit?id=133724

Resources: 21st Century Skills Common Core State Standards & Essential Standards Crosswalks Unpacking Documents Investigations & CCSSM Websites

Unpacking Document

Math ResourcesAegom Interactive Smartboard Lessonswww.aegom.com/

Video Resources

Annenberg Media Videos & Resources http://www.learner.org/resources/ browse. html?

discipline=6

Discovery Education/United Streaming http://streaming.discoveryeducation.com/

Math ResourcesNational Council of Teachers of Mathematics

(NCTM)www.nctm.org

http://illuminations.nctm.org/

Teaching Children Mathematics Magazines

Math ResourcesSMART Exchange

http://exchange.smarttech.com/index.html#tab=0

netTrekkerhttp://school.nettrekker.com/authenticate/ipauth/1?np=/home.ftl&pp=/ipauth_error.ftl

Common Core Resources

ACRE: Common Core State and Essential Standardshttp://www.ncpublicschools.org/acre/standards/ ACRE: Instructional Support Toolshttp://www.ncpublicschools.org/acre/standards/support-tools/ Tools for the Common Core Standardshttp://commoncoretools.wordpress.com/ Illustrative Mathematics (CCSS Tools & Resources)http://illustrativemathematics.org/standards Common Core Wiki (by Drew Polly)http://elemath.pbworks.com/w/page/30621644/common-core National Council of Teachers of Mathematicswww.nctm.orgwww.nctm.org/standards/mathcommoncore/

Math Resources

Revisiting the Parking Lot

Let’s address any questions

from the parking lot…

Time to Reflect

Summary

THANK YOU!