2014 Math Standards 3 – 5



End of Day Debrief on CCRS Math Standards/Every Day Math 3-5Day 13rd GradeDecimalsNo longer max, min, mode, rangeCould buy some space to move aroundSome of Unit 9 need to be taught before MarchMove fractions and measurement earlier Other adjustments may be neededDo Units 4, 7, 9 together and earlierNo need for angles and symmetry – could go to end of the yearUnit 6 – end of the year4th GradeCritical Standards need to be started earlierNeed for additional resourcesUnit 8 – more real world problem resourcesEliminate Unit 10Other units need to be slimmed downKeep an eye on what’s needed in 5th gradeUnit 11 need to be moved earlier 5th Grade Unit 10 – Radius and diameter needs to be moved upUnits 9, 10, 11, 12 – Volume and area needs to be moved upUnit 1 can be moved to later in the yearQuestions for IDOE, Grades 3-5 MathWhy 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 remainderCan 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 testThird GradeDay 1Number SenseNew3.NS.3 3.NS.4 3.NS.5 3.NS.6 -3.NS.7 +3.NS.8 3.NS.9 -Student Challenges3.NS.4 (number line)3.NS.5 (number line)Teacher ChallengesAligning Everyday Math with StandardsFraction depth of knowledgeSame numerator comparisonsNumber line visualsFluency – does not appear in these standards ComputationNew3.C.2 +3.C.3 3.C.4 3.C.5 +3.C.6 +Fluency3.C.1 – addition and subtraction3.C.6 – multiplication and divisionStudent & Teacher ChallengesMastery of factsCarrying/BorrowingAlgebraic ThinkingNew3.AT.2 + (addition, subtraction multiplication, division)3.AT.3 +3.AT.4 3.AT.5 3.AT.6 - (subtraction multiplication) Student Challenges2-step problemsMove from addition, subtraction to multiplication, divisionNo fluencyGeometry Changed3.G.2 (verb)3.G.3 Student ChallengesRecognize and draw quadsShapes sharing attributesNo fluencyMeasurementNew3.M.5 3.M.6 3.M.7 Student ChallengesMass, volume, litersQuarter inchNo fluencyData Analysis Nothing new from 2nd grade/pastChanged *3.DA.1 Student ChallengesCreate scaledPiktoBarFrequencySolve 2-step problems based on graphNo fluency Fourth GradeDay 1Number SenseNewNS.9 – Round to any place valueCommon Core #2 is now NS.1 & NS.2 – more specificStudent & Teacher ChallengesMore roundingFractionsDecimalsThis is a necessary foundationFluency – not required in NSComputationAll Standards are critical except for #7NewStandard #6Student ChallengesMore describingTeacher ChallengesMulti-digit – where to stopFractions – Everyday Math does not cover enough FluencyStandards 1 & 4Algebraic Thinking*Standards 1 & 5 are critical*NewStandards 1, 3, 4, & 5Solving “real-world problems”Getting away from mental mathNo remainders in divisionStudent ChallengesNot using mental mathTeacher ChallengesTeaching 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 standardsNo fluencyChangesStill teach symmetry but not reflectional or rotational (Everyday Math – whole chapter) Added more about parallel and perpendicular lines*Grade 3 – 3D shapes*Grade 4 – No 3D shapesMeasurementNewStandards 5 & 6No fluencyStandard 4 – critical Area and perimeter“Real-world problems”Student ChallengesStill do not understand time, volume, money, measurement Expected to be able to apply skills in 4th gradeData Analysis No new standardsNo fluencyNo critical standardsStudent ChallengesExpected to formulate questions and specific ways to collect and interpret data Nothing in 3rd or 5th grade about circle graphsFifth GradeDay 1Number SenseNS.1Compare 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 mentionedComputation5.C.1 + Now the focus is multiplication vs. division (multi-digit) FLUENTLY5.C.2 + All New – Matches CC5.C.3 - NEW5.C.4 + Add/Sub fraction – no use of object or picture5.C.5 + Only pertains to * and does not specify the type of problem the teacher should use5.C.6 - Relates to CC5.C.7 + NEW5.C.8 + Includes all operations/decimals5.C.9 + NEWDo we need to know the concept or the vocabulary? Both? Student Challenge5.C.9 – terms Algebraic Thinking5.AT.1+* Real-world added, remainder representation added5.AT.2+* NEW – real-world5.AT.3+* NEW – real-world5.AT.4 * NEW – real-world5.AT.5+* NOT new – Added multiple division – real-world5.AT.6 NOT new – has to relate to origin5.AT.7 NOT new – real-world 1st quadrant5.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 measureDOE said they’d have to choose which tool5.G.2 – More specific and identify types of polygons and characteristics*Have to know:QuadsPentasHexTriObtuseAcuteRightScaleneIsoscelesEquilateralMeasurement5.M.1 – Real-world +*5.M.2 – NEW Fractional side lengths5.M.3 – Real-world +* Make special notice of appropriate units*They will have to label ALL units5.M.4 – similar to prior sentencel*w*h change B*h5.M.5 – +* More specific equations, students should know to solve real-world problems 5.M.6 – +* (solid figures) NEW – adding two volumesNo formulas on testCan we give them a reference sheet?Data Analysis *5.DS1 + - expect them to formulate questions and make predictions about the dataObservations and experimentsSurveysGraphsCategory & numerical dataTables5.DS2 – Mean, medium, and mode ................
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