Elementary Math Common Core Georgia Performance Standards

PreplanningAugust 3 and 6, 2012

Agenda• Value Line Activity• The Mathematical Practices• The Common Core Standards document• Closer look at grade level standards• Changes from GPS• K-5 Addition and Subtraction• Aligning textbook to Common Core• Instructional Unit 1• Misconceptions• Unit 1 Planning

That’s Me!!• I went to the beach this summer!• I taught a different grade level last year.• I have received some common core training.• I am ready to implement common core state

standards.

Value Line ActivityThink about the characteristics of a good mathematics student.

Where would you place “your” characteristic on this value line (1 being least important and 5 being most important)?

Standards for Mathematical PracticeThese are the backbone of the

practices.

The Mathematical Practices1. Remove SFMP from the envelope.2. Discuss its meaning and how its implementation would

look in the classroom.3. Identify the behaviors a teacher would need to use

and encourage in her classroom to help students master this practice standard.

4. Write the name of the SFMP on top of the chart paper.5. List the teacher behaviors on chart paper.

Design and Organization Standards define what students should understand and be able to do Clusters are groups of related standards Domains are larger groups that progress across grades

8

Focal points at each grade level

Grade Level Overviews

Grade Level StandardsCut the standards into stripsArrange the standards on chart paper into groups.

Group the standards you feel belong together. Give each set of standards a title. Write the title near

each set on the chart paper.Gallery Walk

What are other ways to group the standards?

Gallery Walk DiscussionsHow did you group them? Would you change your groupings based on how others

grouped the standards. Are there standards that can go fit in more than one

group?What did you notice?Did other groups have a similar grouping? Glue standards to the chart paper.

What’s New? What’s Different?

Circle standards that are new to the grade level.

Underline parts of a standard that is different for the grade level.

Addition and Subtraction

• Put the standards in order by grade level (K-2, 3-5)

• How does Addition and Subtraction progress from kindergarten to fifth grade?

• What strategies are consistent across the grade levels?

How does the textbook align to CCGPS?

Look at your group’s assigned lesson.What standard is addressed in the lesson?What part of the lesson aligns with the standard?What part of the lesson does not align to the standard?How can you adjust the lesson so it aligns to the

standard?

Put on chart paper with lesson name at the top.

How has the unit changed?• Unit is an attached document in SAMS• SFMP in each unit• Strategies for Teaching and Learning include NLVM

and Teaching Student-Centered activities

• Misconceptions• Suggested assessment questions

MisconceptionsBased on the standards in Unit 1, what are other

misconceptions students may have?

Choose one misconception and discuss strategies for addressing the misconception prior to the lesson, during the lesson, and after the lesson.

Unit 1 PlanningWork with grade level to plan for Unit 1. Resources to assist with planningCCGPS Teaching GuideCurriculum MapUnit 1Unit 1 Assessment QuestionsCCGPS GlossaryCCGPS K-5 Standards (by school)Arizona Academic Standards Progressions