2014 Math Standards K – 2
September 16 & October 2, 2014
K-2 CCRS Math Standards
Problems We See:
· Use of “compose” and “decompose”
· Large jumps from 1st to 2nd
o 1.CA.1
o 1.CA.5
o 1.CA.7
o 2.NS.1
o 2.NS.2
o 2.NS.3
o 2.CA.4
o 2.CA.7
· MCLASS Testing #ID in Kindergarten (0 – 100) Standard 0 – 20
· Kindergarten Standard – Introduction to money
· For measurement – at what grade level is “on the hour” taught?
o No standard on document
Kindergarten
Day 1
Number Sense
· New
o K.NS.6
o K.NS.10
· Student Challenges
o Ability to identify sets of objects to 10 without counting
· Teacher Challenges
o Mastery of skills
· Potential Resources
o Everyday Math Games
o Teachers Pay Teachers
o Pinterest
Computation & Algebraic Thinking
· New
o Written equations not required to decompose number
o Patterns
· Teacher Challenges
o Interpretation of Standard
Geometry
· Nothing new
· Student Challenges
o Creativity needed to construct real world pictures using shapes
· Fluency
o Position words
Measurement
· New
o Concepts of time
o Clocks and calendars measure time
· Student Challenges
o Vocabulary
· Progression
o 1st and 2nd – Money
o Kindergarten – No standard for money
Data Analysis
· Nothing new
· Student Challenges
o Different ways to sort
· Materials
o Manipulatives
First Grade
Day 1
Number Sense
· New
o Ordinal numbers
o Counting by 1’s, 5’s, 10’s – not capped at 120
o Counting by 1’s, 5’s, 10’s from any given number
· Challenge for Students
o Counting by 1’s, 5’s, 10’s
o Counting by 1’s 5’s, 10’s from any given number
o Explain thinking process NS.5
o Mentally 10 more/10 less NS.5
· Challenge for Teachers
o Explain thinking process NS.5
o Mentally 10 more/10 less NS.5
· Progression
o NS.1 – 120 in 1st grade *not good
o NS.1 – 1,000 in 2nd grade *not good
o NS. 3 – ordinal to 10 in 1st grade *good
o NS.3 – ordinal to 30 in 2nd grade *good
o The rest are good
· Resources
o Everyday Math games
o Envision Reteaching pages
o TPT checklists
o Games for individual centers
Computation & Algebraic Thinking
· New
o CA.3 – Create real-world problems (add/subtract to 20)
o CA.7 – Create, extend, give rule for # pattern (add to 100)
· Student Challenge
o CA.3 – Real-world connection
· Teacher Challenges
o Drill computation for fluency (above Everyday Math)
o Model real-world computation
· Fluency
o CA.1 – add/subtract to 20
o Bad
§ CA.1 – Addition 1st grade to 20 à2nd to 100 fluent
§ CA.5 – Two digit addition 1st grade to 100 à2nd grade to 1,000
§ CA.7 – Pattern to 100 1st grade à 2nd grade 1,000 and subtraction
· Resources
o Everyday Math games
o Fastt Math
o Rocket Math
o TPT
o Manipulatives
Geometry
· New
o G.1 – 2D/3D shapes with attributes
· Student Challenges
o Vocabulary
· Teacher Challenges
o Vocabulary
o K.G.1 – Position words
§ Not standard in 1st grade at all
· Resource
o Real objects
Measurement
· New
o M.1 – Compare/order, area, capacity, weight, temperature
o M.3 – Money
§ Penny, nickel, dime
o M.2 – Read digital clock to min & hour
· Student Challenges
o M.3 – Count collection of pennies, nickels, dimes
Progression
· M.3 – No money even ID in Kindergarten
o 1st grade – value of collection
· M.2 – Skips – days, weeks, months (calendar)
Data Analysis
· New
o Divided into own strand
· Student & Teacher Challenge
o How many more/less – interpret
· Resources
o Vary graphs for exposure
Second Grade
Day 1
Number Sense
· New
o 2.NS.4 – Ordinal numbers
o 2.NS.3 – up to 1,000 now
· Student Challenges
o Going above 120
o One object left over when adding odd numbers (pairing)
· Resources
o Number scrolls
o Math Facts
§ Rocket Math
§ Fastt Math
§ Math Facts in a Flash
Computation & Algebraic Thinking
· New
o 2.CA.7 – Create, extend, and give an appropriate rule for number patterns
· Student & Teacher Challenges
o 2.CA.1 – Get the students to learn their math facts accurately and efficiently (to 100)
§ “How I got the answer”
o 2.CA.4 – Explaining is a challenge
§ Terminology compose and decompose
o 3 digit addition and subtraction – regrouping
o 2.CA.1 – needs to do fluently
§ Adding up to 100 à 1,000 now
· Resources
o Math Facts
Geometry
· New
o 2.G.2 – Create squares, rectangles, triangles, cubes…using app materials
o 2.G.3 – Investigate & predict result of composing & decomposing 2D/3D shapes
· Student Challenges
o Visualizing – especially 3D
o Predict results of composing & decomposing 2D/3D shapes
o Portioning shapes – fractional parts
§ Vocab – fraction word
· Resources
o Tangrams
o Hershey bars
o Manipulatives
o Literature/Trade books
Measurement
· New
o 2.M.1 – Describe relationships among inch, foot, yard, centimeter and meter
o 2.M.4 – Estimate and measure volume using cups and pints
o 2.M.6 – Describe relationships of time, including: seconds in a minute; minutes in an hour; hours in a day; days in a week; and days, weeks & months in a year.
· Progressions
o 2.M.1 = New
o 2.M.2 = New
o 2.M.3 = New
o 2.M.4 = New
o 2.M.5 = Extended from 1st grade (hour and half hour), 2nd grade (nearest 5 min and time intervals ½)
o 2.M.6 = New
o 2.M.7 = Extended from 1st grade (pennies, nickels, dimes), 2nd grade (pennies, nickels, dimes, quarters, dollars)
· Resources
o Coins
o Judy Clock and St. Clocks
o Measuring tools
o Everyday Math
o Trade books
o Games
Data Analysis
· Nothing new
· Student Challenges
o Labeling
o Drawing graphs
o Solve simple put together-take apart and compare problems using information from graphs
· Progression – Good
· Resources
o Grid paper
o Everyday Math
K - 2
Day 2
Rigor is NOT:
· Slow and easy
· Repetitive
· Memorization
· Busy work
· Drill and practice
· Recalling
· Right or wrong
· Answers are not always in the back of the book
Rigor IS:
· Thinking deeply
· Taking it further
· Difficult
· Explicit teaching
· Consistent and fast paced
· Thinking creatively
· Thinking critically
· Problem solve
· Teachers need to consider in all planning
· Embrace messiness
· Challenge * kids take responsibility
· Formative assessment process and practice
· Clear connections
· Entry points for all
· Getting all kinds involved in math discussions
· Credit for thinking
· Persistence
KEY WORDS / IN MY OWN WORDS / TEACHERS SHOULD: / STUDENTS SHOULD:PS.1:
Make sense of problems and persevere / Explain Plan
Simplify Solve
Check Connect
Make sense / Understand the problem, plan, solve, check and make connections / · Model
· Provide practice / · Draw
· Plan
· Use various manipulatives
PS.2:
Reason abstractly and quantitatively / Decontextualize
Symbolically
Manipulate
Contextualize
Quantitative reasoning
Coherent representation / Identify problem; solve; be able to apply process again / · Model
· Think alouds
· Creating various situations
· Walk the talk
· I do, we do, you do
· Provide practice time / · Thinking out loud
· Collaborate with peers
· Trial and error
· Focus
· Many opportunities
· Explain and teach
PS.3:
Construct viable arguments and critique reasoning of others / Data Logical
Analyze Compare
Justify Question
Communicate / Analyze, question, and justify the reasoning of others (self K-2) / · Model the process
· Give opportunities for questioning
· Check for understanding / Use data to support their arguments and question the reasoning of others
PS.4:
Model with Math / · Everyday life problems
· Apply
· Communicate
· Identify
· Analyze
· Interpret / Students apply/problem solve, while using concepts and tools they’ve acquired / Teacher models, teaches and thinks aloud everyday problems. Students can construct knowledge based on model. Teacher involves kids and allows their approximations. / Guided practice stage – kids learn by doing! They problem solve and are engaged in self-monitoring and attacking problem using multiple approaches.
PS.5:
Use appropriate tools strategically / · Tools
· Decision-making
· Technology
· Pose
· Explore
· Solve / Students explore with tools and technology to solve and pose problems / · Make tools available to choose
· Allow opportunity to explore with tools and technology
· Model process / · Gain knowledge and experience of tools and technology
· Pose and solve problems
· Make decisions
PS.6:
Attend to precision / · Communicate
· Precisely
· Definitions
· Express / Understand and communicate mathematical terms and solutions / Hold class discussions using correct mathematical terms / · Clearly explain their methods and solutions
· Use correct mathematical terms in the explanation
PS.7:
Look for and Make use of structures / · Patterns
· Properties
· Geometric shapes
· Operations / Understand patterns and geometric thinking / · Provide hands-on exploration of geometric figures
· Model patterning / · Find patterns
· Understand the properties of geometric shapes
PS.8:
Look for and express regularity in reported reasoning / · Proficient
· Evaluate
· Regularity
· Formula
· Looking
· Attending
· Short cuts / Students are self-monitoring, constructing, attacking the problems, finding the rule and then evaluating. / Teachers are giving instruction explicitly and modeling the short cuts while attending to details awhile working the problems and evaluating the results / Students have to continually monitor their work and formulas to solve the problems they have to show the details and evaluate their thinking to demonstrate that it makes sense
6 | Page