The document discusses the Common Core State Standards for mathematics. It provides background on the development of the standards, describing how they were created through a multi-state process and adopted in New York. It also discusses shifts in instruction related to focusing deeply on core concepts, building coherence, emphasizing mathematical practices, and applying skills in real-world situations. An upcoming meeting is described to help teachers make sense of the new standards as they begin teaching them.

2. She tried groups of 3, but there was 1 leftover. She tried groups of 4, but there was 1 leftover. She tried groups of 5, but there was 1 leftover. How many eggs did Farmer Brown collect that morning? A Farmer Story Problem taken from Mary Alteri Farmer Brown went out to collect eggs from the henhouse one morning. She noticed that she had fewer than 6 dozen eggs. When she packaged them for sale, she put them in groups of 2, but there was 1 leftover.

3. How many eggs could Farmer Brown have collected that morning? A Farmer Story Problem taken from Mary Alteri Farmer Brown went out to collect eggs from the henhouse one morning. She noticed that she had fewer than 1 dozen eggs . When she packaged them for sale, she put them in groups of 2, but there was 1 leftover.

4. She tried groups of 5, but there was 1 leftover. How many eggs did Farmer Brown collect that morning? A Farmer Story Problem taken from Mary Alteri Farmer Brown went out to collect eggs from the henhouse one morning. She noticed that she had fewer than 1 dozen eggs . When she packaged them for sale, she put them in groups of 2, but there was 1 leftover.

5. How many eggs could Farmer Brown have collected that morning? A Farmer Story Problem taken from Mary Alteri Farmer Brown went out to collect eggs from the henhouse one morning. She noticed that she had fewer than 3 dozen eggs . Farmer brown also noticed that when she packaged them in groups of 2 , or groups of 3 , or groups of 4 there were no eggs leftover.

6. Common Core – Math Practices

7. Were any of the Mathematical Practices embedded within the Farmer Brown problem? A Farmer Story Brian Cohen

10. What is still to come?

11. Common Core – Instructional Shifts (NYS)

12. Common Core – Instructional Shifts (NYS) Related to Content (what we want from standards and curriculum/programs) Brian Cohen Shift 1 - Focus “… significantly narrow and deepen the scope of how time and energy is spent… in order to focus deeply on only the concepts that are prioritized in the standards…” Shift 2 - Coherence “… students can build new understanding onto foundations built in previous years.”

13. Common Core – Instructional Shifts (NYS) Related to Practices (what we want from students and teaching strategies) Brian Cohen Shift 3 - Fluency “ Students are expected to have speed and accuracy with simple calculations… so that they are more able to understand and manipulate more complex concepts.” MP2 Shift 4 - Deep Understanding “… support students’ ability to access concepts from a number of perspectives… applying them to new situations as well as writing and speaking about their understanding.” MP3 Shift 5 - Applications “… choose the appropriate concept for application even when they are not prompted to do so… apply math concepts in ‘real world’ situations.” MP1 MP5 MP8 Shift 6 - Dual Intensity “ practice and understanding” “ drills and… extended application of math concepts”

14. Phil Daro , one of the lead authors Clip from Pearson webinar (Feb. 2011) - http://commoncore.pearsoned.com/index.cfm?locator=PS1324

17. Brian Cohen