Connecticut Core Standards for Mathematics
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Transcript of Connecticut Core Standards for Mathematics
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Connecticut Core Standards for Mathematics
Systems of Professional LearningModule 1 Grades K–5: Focus on Practice Standards
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Understanding the Foundations of the Connecticut Core Standards
Section 1Page 7
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Discuss: What do you know about the CCS-Math?
What do we know?
Discuss: How is what you know about the CCS-Math different from what you know about past instruction in mathematics?
Past Present
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What’s in the CCS-Math?The Standards for Mathematical ContentThe Standards for Mathematical Practice
What’s New About the CCS-Math?
Focus Coherence Rigor
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Fewer standards allow for focusing on the major work for each grade.
Focus
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The standards are designed around coherent progressions and conceptual connections.
Coherence
Grade 1 Grade 2 Grade 3Use place value
understanding and properties of operations
to add and subtract.
Use place value understanding and
properties of operations to add and subtract.
Use place value understanding and
properties of operations to perform multi-digit
arithmetic.
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Section 1
The Standards are designed around coherent progressions and conceptual connections.
Coherence
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Section 1
The standards are designed around coherent progressions and conceptual connections.
Coherence
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The major topics at each grade level focus equally on:Rigor
Conceptual Understanding
• More than getting answers
• Not just procedures
• Accessing concepts to solve problems
Procedural Skill and Fluency
• Speed and accuracy
• Used in solving more complex problems
• Comes after conceptual understanding
Application of the Mathematics
• Using math in real-world scenarios
• Choosing concepts without prompting
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The Impact of the Shifts
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The Personal Journey of the CCSQuestions Answers
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Phil Daro Co-Author Common Core State Standards for Mathematics
Phil Daro at CMC-North Ignite
http://www.youtube.com/watch?v=B6UQcwzyE1U