 26 Jan 2020 | 13 views | 0 downloads | 90 Pages | 1.30 MB

Share Pdf : Common Core State Standards For Mathematics Flip Book

Download and Preview : Common Core State Standards For Mathematics Flip Book

Report CopyRight/DMCA Form For : Common Core State Standards For Mathematics Flip Book

## Transcription

for Mathematical Practice to life in mathematics instruction through sense making reasoning arguing and. critiquing modeling etc, Evaluate instructional materials by taking the cluster level priorities into account The major work of the grade. must be presented with the highest possibility quality the additional work of the grade should indeed support. the Focus priorities and not detract from it, Set priorities for other implementation efforts taking the emphasis into account such as staff development new. curriculum development revision of existing formative or summative testing at the state district or school level. Things to Avoid, Neglecting any of the material in the standards rather than connecting the Additional and Sample clusters to the. other work of the grade, Sorting clusters from Focus to Additional to Sample and then teaching the clusters in order To do so would. remove the coherence of mathematical ideas and miss opportunities to enhance the focus work of the grade. with additional clusters, Using the clusters headings as a replacement for the actual standards All features of the standards matter.
others How can we be sure that How could you prove. Analyze problems and use stated mathematical that Will it still work if. assumptions definitions and established results in What were you considering when. constructing arguments How did you decide to try that strategy. Justify conclusions with mathematical ideas How did you test whether your approach worked. Listen to the arguments of others and ask useful How did you decide what the problem was asking you to. questions to determine if an argument makes sense find What was unknown. Ask clarifying questions or suggest ideas to Did you try a method that did not work Why didn t it work. improve revise the argument Would it ever work Why or why not. Compare two arguments and determine correct or What is the same and what is different about. flawed logic How could you demonstrate a counter example. 4 Model with mathematics What number model could you construct to represent the. Understand this is a way to reason quantitatively and problem. abstractly able to decontextualize and contextualize What are some ways to represent the quantities. Apply the math they know to solve problems in everyday What s an equation or expression that matches the diagram. life number line chart table, Are able to simplify a complex problem and identify Where did you see one of the quantities in the task in your. important quantities to look at relationships equation or expression. Represent mathematics to describe a situation either Would it help to create a diagram graph table. with an equation or a diagram and interpret the results What are some ways to visually represent. of a mathematical situation What formula might apply in this situation. Reflect on whether the results make sense possibly. improving or revising the model,Ask themselves How can I represent this. mathematically, Summary of Standards for Mathematical Practice Questions to Develop Mathematical Thinking. 5 Use appropriate tools strategically What mathematical tools could we use to visualize and. Use available tools recognizing the strengths and represent the situation. limitations of each What information do you have, Use estimation and other mathematical knowledge to What do you know that is not stated in the problem. detect possible errors What approach are you considering trying first. Identify relevant external mathematical resources to What estimate did you make for the solution. pose and solve problems In this situation would it be helpful to use a graph number. Use technological tools to deepen their understanding of line ruler diagram calculator manipulative. mathematics Why was it helpful to use,What can using a show us that may not.
In what situations might it be more informative or helpful to. 6 Attend to precision What mathematical terms apply in this situation. Communicate precisely with others and try to use clear How did you know your solution was reasonable. mathematical language when discussing their reasoning Explain how you might show that your solution answers the. Understand meanings of symbols used in mathematics problem. and can label quantities appropriately Is there a more efficient strategy. Express numerical answers with a degree of precision How are you showing the meaning of the quantities. appropriate for the problem context What symbols or mathematical notations are important in. Calculate efficiently and accurately this problem, What mathematical language definitions properties can. you use to explain, How could you test your solution to see if it answers the. 7 Look for and make use of structure What observations do you make about. Apply general mathematical rules to specific situations What do you notice when. Look for the overall structure and patterns in What parts of the problem might you eliminate simplify. mathematics What patterns do you find in, See complicated things as single objects or as being How do you know if something is a pattern. composed of several objects What ideas that we have learned before were useful in. solving this problem, What are some other problems that are similar to this one. How does this relate to,In what ways does this problem connect to other.
mathematical concepts, 8 Look for and express regularity in repeated reasoning Will the same strategy work in other situations. See repeated calculations and look for generalizations Is this always true sometimes true or never true. and shortcuts How would we prove that, See the overall process of the problem and still attend to What do you notice about. the details What is happening in this situation, Understand the broader application of patterns and see What would happen if. the structure in similar situations What Is there a mathematical rule for. Continually evaluate the reasonableness of their What predictions or generalizations can this pattern. intermediate results support,What mathematical consistencies do you notice. Critical Areas for Mathematics in 3rd Grade, In Grade 3 instructional time should focus on four critical areas 1 developing understanding of.
multiplication and division and strategies for multiplication and division within 100 2 developing. understanding of fractions especially unit fractions fractions with numerator 1 3 developing. understanding of the structure of rectangular arrays and of area and 4 describing and analyzing two. dimensional shapes, 1 Students develop an understanding of the meanings of multiplication and division of whole numbers. through activities and problems involving equal sized groups arrays and area models multiplication is finding. an unknown product and division is finding an unknown factor in these situations For equal sized group. situations division can require finding the unknown number of groups or the unknown group size Students. use properties of operations to calculate products of whole numbers using increasingly sophisticated. strategies based on these properties to solve multiplication and division problems involving single digit. factors By comparing a variety of solution strategies students learn the relationship between multiplication. and division OA 1 OA 2 OA 3 OA 4 OA 5 OA 6 OA 7 OA 9. 2 Students develop an understanding of fractions beginning with unit fractions Students view fractions in. general as being built out of unit fractions and they use fractions along with visual fraction models to. represent parts of a whole Students understand that the size of a fractional part is relative to the size of the. whole For example 1 2 of the paint in a small bucket could be less paint than 1 3 of the paint in a larger. bucket but 1 3 of a ribbon is longer than 1 5 of the same ribbon because when the ribbon is divided into 3. equal parts the parts are longer than when the ribbon is divided into 5 equal parts Students are able to use. fractions to represent numbers equal to less than and greater than one They solve problems that involve. comparing fractions by using visual fraction models and strategies based on noticing equal numerators or. denominators,NF 1 NF 2 NF 3, 3 Students recognize area as an attribute of two dimensional regions They measure the area of a shape by. finding the total number of same size units of area required to cover the shape without gaps or overlaps a. square with sides of unit length being the standard unit for measuring area Students understand that. rectangular arrays can be decomposed into identical rows or into identical columns By decomposing. rectangles into rectangular arrays of squares students connect area to multiplication and justify using. multiplication to determine the area of a rectangle. MD 5 MD 6 MD 7, 4 Students describe analyze and compare properties of two dimensional shapes They compare and classify. shapes by their sides and angles and connect these with definitions of shapes Students also relate their. fraction work to geometry by expressing the area of part of a shape as a unit fraction of the whole. NF 1 G 1 G 2,Dynamic Learning Maps DLM and Essential Elements. The Dynamic Learning Maps and Essential Elements are knowledge and skills linked to the grade level expectations. identified in the Common Core State Standards The purpose of the Dynamic Learning Maps Essential Elements is to. build a bridge from the content in the Common Core State Standards to academic expectations for students with the. most significant cognitive disabilities, For more information please visit the Dynamic Learning Maps and Essential Elements website.
Grade 3 Content Standards Overview,Operations and Algebraic Thinking OA. Represents and solves problems involving multiplication and division. OA 1 OA 2 OA 3 OA 4, Understand properties of multiplication and the relationship between multiplication and division. Multiply and divide within 100, Solve problems involving the four operations and identify and explain patterns in arithmetic. Number and Operations in Base Ten NBT, Use place value understanding and properties of operations to perform multi digit arithmetic. NBT 1 NBT 2 NBT 3,Number and Operations Fractions NF.
Develop understanding of fractions as numbers,NF 1 NF 2 NF 3. Measurement and Data MD, Solve problems involving measurement and estimation of intervals of time liquid volumes and masses of. Represent and interpret data, Geometric measurement understand concepts of area and relate area to multiplication and to addition. MD 5 MD 6 MD 7, Geometric measurement recognize perimeter as an attribute of plane figures and distinguish between linear. and area measures,Geometry GE,Reason with shapes and their attributes.
Domain Operations and Algebraic Thinking OA, Cluster Represents and solves problems involving multiplication and division. Standard Grade 3 OA 1, Interpret products of whole numbers e g interpret 5 7 as the total number of objects in 5 groups. of 7 objects each For example describe a context in which a total number of objects can be. expressed as 5 7 OA,Suggested Standards for Mathematical Practice MP. MP 1 Make sense of problems and persevere in solving them. MP 2 Reason abstractly and quantitatively,MP 4 Model with mathematics. MP 6 Attend to precision,MP 7 Look for and make use of structure.
Connections 3 OA 1 4, This cluster is connected to the Third Grade Critical Area of Focus 1. Developing understanding of multiplication and division and strategies for multiplication and. division within 100, Connect this domain with understanding properties of multiplication and the relationship between. multiplication and division Grade 3 OA 5 6, The use of a symbol for an unknown is foundational for letter variables in Grade 4 when. representing problems using equations with a letter standing for the unknown quantity Grade 4 OA. 2 and OA 3,Explanation and Examples, The standard interprets products of whole numbers Students need to recognize multiplication as a. means of determining the total number of objects when there are a specific number of groups with. the same number of objects in each group Multiplication requires students to think in terms of. groups of things rather than individual things At this level Multiplication is seen as groups of and. problems such as 5 x 7 refer to 5 groups of 7, It is important for teachers to understand there are several ways in which think of multiplication.
Multiplication is often thought of as repeated addition of equal groups While this definition. works for some sets of numbers it is not particularly intuitive or meaningful when we think of. multiplying 3 by 1 2 for example or 5 by 2 In such cases it may be helpful to widen the idea. of grouping to include evaluation of part of a group This concept is related to partitioning. which in turn is related to division, Ex Three groups of five students can be read as 3 5 or 15 students while half a. group of 10 stars can be represented as 1 2 10 or 5 stars These are examples of. partitioning each one of the three groups of five is part of the group of 15 and the. group of 5 stars is part of the group of 10, A second concept of multiplication is that of rate or price Ex If a car travels four hours at 50. miles per hour then it travels a total of 4 50 or 200 miles if CDs cost eight dollars each then. three CDs will cost 3 8 or 24, A third concept of multiplication is that of multiplicative comparison Ex Sara has. four CDs Joanne has three times as many as Sara and Sylvia has half as many as Sara. Thus Joanne has 3 4 or 12 CDs and Sylvia has 1 2 4 or 2 CDs. Example for 3 OA 1, Jim purchased 5 packages of muffins Each package contained 3 muffins How many muffins did. Jim purchase 5 groups of 3 5 x 3 15, Describe another situation where there would be 5 groups of 3 or 5 x 3.
Students recognize multiplication as a means to determine the total number of objects when there. are a specific number of groups with the same number of objects in each group Multiplication. requires students to think in terms of groups of things rather than individual things Students learn. that the multiplication symbol x means groups of and problems such as 5 x 7 refer to 5 groups of. To further develop this understanding students interpret a problem situation requiring. multiplication using pictures objects words numbers and equations Then given a multiplication. expression e g 5 x 6 students interpret the expression using a multiplication context See. Appendix for chart They should begin to use the terms factor and product as they describe.

## Related Books

###### Common Core State Standards For Mathematics Flip Book Grade 7 Common Core State Standards For Mathematics Flip Book Grade 7 Updated Fall, 2014 This project used the work done by the Departments of Educations in Ohio, North Carolina, Georgia, engageNY, NCTM, and the Tools for the Common Core Standards. Compiled by Melisa J. Hancock, for questions or comments about the flipbooks please contact

###### FAAC 746 manual - ESI.info 746 EMC Z20 - 746 EMC CAT - 746 EMC RF The FAAC model 746 automation for sliding gates is an electromechanical operator which transmits movement to the gate leaf by means of a rack and pinion or drive chain coupled in appropriate manner to the sliding gate. The irreversible system ensures that the gate is mechanically

###### Graphs and Networks 1 - College of Computing Graphs and Networks 1 ... Software Engineering Web site analysis ... Algorithms for the Visualization of Graphs, Prentice Hall, 1999

###### Security Optimization of Dynamic Networks with ... Security Optimization of Dynamic Networks with Probabilistic Graph Modeling ... model and several algorithms for analyzing and improving the security of large networks.

###### Chapter 02 Individual Leadership and Entrepreneurial Start-Ups McGraw-Hill Education. McGraw-Hill Education. McGraw-Hill Education. McGraw-Hill Education. McGraw-Hill Education. McGraw-Hill Education. McGraw-Hill Education. McGraw-Hill Education. Entrepreneurship The Art Science and Process for Success 2nd Edition Bamford Test Bank. Title: Entrepreneurship The Art Science and Process for Success 2nd Edition Bamford Test Bank Author: Bamford Subject ...

###### SCORE USER GUIDE - Educational Testing Service others who have an interest in the TOEIC test. This User Guide describes the uses of the TOEIC test and explains how it is administered. TOEIC program staff located around the world are available to explain how to use the TOEIC test most effectively, whether it is to help develop language assessment, training and recruiting policies, or simply to

###### WDC Ethogram- Humpback Whale Behavior 2013 WDC Ethogram 2013 During the association, whale(s) may engage in additional activities such as circling or diving under the vessel, spy hopping, flipper slapping, lobtailing, tail breaching and/or other surface display behaviors.

###### ACTIVITIES - oceanaeast1hoa.com Rev 2.0 SC 8-11-2017 6 Official Rules of Pool (8 Ball Rules): 1. OBJECT OF THE GAME: Eight-Ball is a call shot game played with a cue ball and 15 object balls ...

###### Introduction A MOVING TARGET: THE EVOLUTION OF HCI Introduction A MOVING TARGET: THE EVOLUTION OF HCI Jonathan Grudin Microsoft Corporation, USA SEPT 7 2010 DRAFT: PLEASE DON'T DISTRIBUTE UNTIL ASKING FOR CURRENT VERSION To appear in J. Jacko (Ed.), Human-Computer Interaction Handbook (3rd Edition), Taylor & Francis, 2011.

###### Information Technology - educationhp.org A digital presentation is a useful method to show or explain a concept to an audience. A presentation program (also called a presentation graphics program) is actually a computer software package used to display information; normally in the form of a slide show. It typically includes three major functions: 1. An editor that allows text to be ...