2014 Math Standards 3 – 5
November 18, 2014
End of Day Debrief on CCRS Math Standards/Every Day Math 3-5
Day 1
3rd Grade
- Decimals
- No longer max, min, mode, range
- Could buy some space to move around
- Some of Unit 9 need to be taught before March
- Move fractions and measurement earlier
- Other adjustments may be needed
- Do Units 4, 7, 9 together and earlier
- No need for angles and symmetry – could go to end of the year
- Unit 6 – end of the year
4th Grade
- Critical Standards need to be started earlier
- Need for additional resources
- Unit 8 – more real world problem resources
- Eliminate Unit 10
- Other units need to be slimmed down
- Keep an eye on what’s needed in 5th grade
- Unit 11 need to be moved earlier
5th Grade
- Unit 10 – Radius and diameter needs to be moved up
- Units 9, 10, 11, 12 – Volume and area needs to be moved up
- Unit 1 can be moved to later in the year
Questions for IDOE, Grades 3-5 Math
- Why is there no reference guide for 3rd grade?
- 5.C.5 – What does it mean “Does not specify the type of problem the teacher uses.”?
- 5.C.9 highlighted vocabulary – How only “expressions,” not the properties?
- 4.AT.4 – 4th grade division problems should not include a remainder
- Can the reference sheets used during ISTEP – When will it be released?
- No standards in 5th grade on 3D but have to solve 3D real world problems.
- Low readers taking math test
Third Grade
Day 1
Number Sense
- New
- 3.NS.3
- 3.NS.4
- 3.NS.5
- 3.NS.6 -
- 3.NS.7 +
- 3.NS.8
- 3.NS.9 -
- Student Challenges
- 3.NS.4 (number line)
- 3.NS.5 (number line)
- Teacher Challenges
- Aligning Everyday Math with Standards
- Fraction depth of knowledge
- Same numerator comparisons
- Number line visuals
- Fluency – does not appear in these standards
Computation
- New
- 3.C.2 +
- 3.C.3
- 3.C.4
- 3.C.5 +
- 3.C.6 +
- Fluency
- 3.C.1 – addition and subtraction
- 3.C.6 – multiplication and division
- Student & Teacher Challenges
- Mastery of facts
- Carrying/Borrowing
Algebraic Thinking
- New
- 3.AT.2 + (addition, subtraction multiplication, division)
- 3.AT.3 +
- 3.AT.4
- 3.AT.5
- 3.AT.6 - (subtraction multiplication)
- Student Challenges
- 2-step problems
- Move from addition, subtraction to multiplication, division
- No fluency
Geometry
- Changed
- 3.G.2 (verb)
- 3.G.3
- Student Challenges
- Recognize and draw quads
- Shapes sharing attributes
- No fluency
Measurement
- New
- 3.M.5
- 3.M.6
- 3.M.7
- Student Challenges
- Mass, volume, liters
- Quarter inch
- No fluency
Data Analysis
- Nothing new from 2nd grade/past
- Changed *3.DA.1
- Student Challenges
- Create scaled
- Pikto
- Bar
- Frequency
- Solve 2-step problems based on graph
- No fluency
Fourth Grade
Day 1
Number Sense
- New
- NS.9 – Round to any place value
- Common Core #2 is now NS.1 & NS.2 – more specific
- Student & Teacher Challenges
- More rounding
- Fractions
- Decimals
- This is a necessary foundation
- Fluency – not required in NS
Computation
- All Standards are critical except for #7
- New
- Standard #6
- Student Challenges
- More describing
- Teacher Challenges
- Multi-digit – where to stop
- Fractions – Everyday Math does not cover enough
- Fluency
- Standards 1 & 4
Algebraic Thinking
*Standards 1 & 5 are critical*
- New
- Standards 1, 3, 4, & 5
- Solving “real-world problems”
- Getting away from mental math
- No remainders in division
- Student Challenges
- Not using mental math
- Teacher Challenges
- Teaching and assessing “real-world problems”
- Fluency – none
*Grade 3 – Solve within 1,000 (+/-)*Grade 4 – multi-digit (+/-) whole numbers (not specific)
Geometry
- Standard 3 is new!
- No critical standards
- No fluency
- Changes
- Still teach symmetry but not reflectional or rotational (Everyday Math – whole chapter)
- Added more about parallel and perpendicularlines
*Grade 3 – 3D shapes*Grade 4 – No 3D shapes
Measurement
- New
- Standards 5 & 6
- No fluency
- Standard 4 – critical
- Area and perimeter
- “Real-world problems”
- Student Challenges
- Still do not understand time, volume, money, measurement
- Expected to be able to apply skills in 4th grade
Data Analysis
- No new standards
- No fluency
- No critical standards
- Student Challenges
- Expected to formulate questions and specific ways to collect and interpret data
- Nothing in 3rd or 5th grade about circle graphs
Fifth Grade
Day 1
Number Sense
- NS.1
- Compare decimals to 1,000ths
- No whole numbers
- NS.2 – NO
- NS.3 – Totally new -
- NS.4 – Brand stinkin’ new -
- NS.5 – Specific round to 1,000ths instead of 10ths -
- NS.6 – NO
- or - (Have to hit CARE 1)
- Unit Test?
- Data – keep track how?
- Pull from units to make custom test?
- Follow spiral?
- Fluency – not mentioned
Computation
- 5.C.1 + Now the focus is multiplication vs. division (multi-digit) FLUENTLY
- 5.C.2 + All New – Matches CC
- 5.C.3 - NEW
- 5.C.4 + Add/Sub fraction – no use of object or picture
- 5.C.5 + Only pertains to * and does not specify the type of problem the teacher should use
- 5.C.6 - Relates to CC
- 5.C.7 + NEW
- 5.C.8 + Includes all operations/decimals
- 5.C.9 + NEW
- Do we need to know the concept or the vocabulary? Both?
- Student Challenge
- 5.C.9 – terms
Algebraic Thinking
- 5.AT.1+* Real-world added, remainder representation added
- 5.AT.2+* NEW – real-world
- 5.AT.3+* NEW – real-world
- 5.AT.4 * NEW – real-world
- 5.AT.5+* NOT new – Added multiple division – real-world
- 5.AT.6 NOT new – has to relate to origin
- 5.AT.7 NOT new – real-world 1st quadrant
- 5.AT.8* NOT new – real-world, define variable
“HUH?!?”
Geometry
- 5.G.1 – Former 5.4.1, 5.4.2, 5.4.5 – combined. Rid of word measure
- DOE said they’d have to choose which tool
- 5.G.2 – More specific and identify types of polygons and characteristics*
- Have to know:
- Quads
- Pentas
- Hex
- Tri
- Obtuse
- Acute
- Right
- Scalene
- Isosceles
- Equilateral
Measurement
- 5.M.1 – Real-world +*
- 5.M.2 – NEW Fractional side lengths
- 5.M.3 – Real-world +* Make special notice of appropriate units
*They will have to label ALLunits
- 5.M.4 – similar to prior sentence
- l*w*h change B*h
- 5.M.5 – +* More specific equations, students should know to solve real-world problems
- 5.M.6 – +* (solid figures) NEW – adding two volumes
- No formulas on test
- Can we give them a reference sheet?
Data Analysis
- *5.DS1 + - expect them to formulate questions and make predictions about the data
- Observations and experiments
- Surveys
- Graphs
- Category & numerical data
- Tables
- 5.DS2 – Mean, medium, and mode
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