Preparing K-5 Students for the Focus, Coherence and Rigor of the Common Core ...npsmath
This is the powerpoint presentation presented by Shelbi Cole, Director of Mathematics at Smarter Balanced. Please contact Jill Bessette, April Schultz or Jackie Walsh if you would like to meet for an overview or a PLC session on the contents.
This is the Basic Education Curriculum developed by the Education Department as a guide for teachers handling the subject English. Included are the COMPETENCIES that the learners must acquire in the course of the session
Epistemic Interaction - tuning interfaces to provide information for AI supportAlan Dix
Paper presented at SYNERGY workshop at AVI 2024, Genoa, Italy. 3rd June 2024
https://alandix.com/academic/papers/synergy2024-epistemic/
As machine learning integrates deeper into human-computer interactions, the concept of epistemic interaction emerges, aiming to refine these interactions to enhance system adaptability. This approach encourages minor, intentional adjustments in user behaviour to enrich the data available for system learning. This paper introduces epistemic interaction within the context of human-system communication, illustrating how deliberate interaction design can improve system understanding and adaptation. Through concrete examples, we demonstrate the potential of epistemic interaction to significantly advance human-computer interaction by leveraging intuitive human communication strategies to inform system design and functionality, offering a novel pathway for enriching user-system engagements.
Connector Corner: Automate dynamic content and events by pushing a buttonDianaGray10
Here is something new! In our next Connector Corner webinar, we will demonstrate how you can use a single workflow to:
Create a campaign using Mailchimp with merge tags/fields
Send an interactive Slack channel message (using buttons)
Have the message received by managers and peers along with a test email for review
But there’s more:
In a second workflow supporting the same use case, you’ll see:
Your campaign sent to target colleagues for approval
If the “Approve” button is clicked, a Jira/Zendesk ticket is created for the marketing design team
But—if the “Reject” button is pushed, colleagues will be alerted via Slack message
Join us to learn more about this new, human-in-the-loop capability, brought to you by Integration Service connectors.
And...
Speakers:
Akshay Agnihotri, Product Manager
Charlie Greenberg, Host
GraphRAG is All You need? LLM & Knowledge GraphGuy Korland
Guy Korland, CEO and Co-founder of FalkorDB, will review two articles on the integration of language models with knowledge graphs.
1. Unifying Large Language Models and Knowledge Graphs: A Roadmap.
https://arxiv.org/abs/2306.08302
2. Microsoft Research's GraphRAG paper and a review paper on various uses of knowledge graphs:
https://www.microsoft.com/en-us/research/blog/graphrag-unlocking-llm-discovery-on-narrative-private-data/
Slack (or Teams) Automation for Bonterra Impact Management (fka Social Soluti...Jeffrey Haguewood
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We believe integration and automation are essential to user experience and the promise of efficient work through technology. Automation is the critical ingredient to realizing that full vision. We develop integration products and services for Bonterra Case Management software to support the deployment of automations for a variety of use cases.
This video focuses on the notifications, alerts, and approval requests using Slack for Bonterra Impact Management. The solutions covered in this webinar can also be deployed for Microsoft Teams.
Interested in deploying notification automations for Bonterra Impact Management? Contact us at sales@sidekicksolutionsllc.com to discuss next steps.
Transcript: Selling digital books in 2024: Insights from industry leaders - T...BookNet Canada
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Link to video recording: https://bnctechforum.ca/sessions/selling-digital-books-in-2024-insights-from-industry-leaders/
Presented by BookNet Canada on May 28, 2024, with support from the Department of Canadian Heritage.
GDG Cloud Southlake #33: Boule & Rebala: Effective AppSec in SDLC using Deplo...James Anderson
Effective Application Security in Software Delivery lifecycle using Deployment Firewall and DBOM
The modern software delivery process (or the CI/CD process) includes many tools, distributed teams, open-source code, and cloud platforms. Constant focus on speed to release software to market, along with the traditional slow and manual security checks has caused gaps in continuous security as an important piece in the software supply chain. Today organizations feel more susceptible to external and internal cyber threats due to the vast attack surface in their applications supply chain and the lack of end-to-end governance and risk management.
The software team must secure its software delivery process to avoid vulnerability and security breaches. This needs to be achieved with existing tool chains and without extensive rework of the delivery processes. This talk will present strategies and techniques for providing visibility into the true risk of the existing vulnerabilities, preventing the introduction of security issues in the software, resolving vulnerabilities in production environments quickly, and capturing the deployment bill of materials (DBOM).
Speakers:
Bob Boule
Robert Boule is a technology enthusiast with PASSION for technology and making things work along with a knack for helping others understand how things work. He comes with around 20 years of solution engineering experience in application security, software continuous delivery, and SaaS platforms. He is known for his dynamic presentations in CI/CD and application security integrated in software delivery lifecycle.
Gopinath Rebala
Gopinath Rebala is the CTO of OpsMx, where he has overall responsibility for the machine learning and data processing architectures for Secure Software Delivery. Gopi also has a strong connection with our customers, leading design and architecture for strategic implementations. Gopi is a frequent speaker and well-known leader in continuous delivery and integrating security into software delivery.
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Welcome to UiPath Test Automation using UiPath Test Suite series part 3. In this session, we will cover desktop automation along with UI automation.
Topics covered:
UI automation Introduction,
UI automation Sample
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Pradeep Chinnala, Senior Consultant Automation Developer @WonderBotz and UiPath MVP
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
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A presentation about the usage and availability of Varnish on Kubernetes. This talk explores the capabilities of Varnish caching and shows how to use the Varnish Helm chart to deploy it to Kubernetes.
This presentation was delivered at K8SUG Singapore. See https://feryn.eu/presentations/accelerate-your-kubernetes-clusters-with-varnish-caching-k8sug-singapore-28-2024 for more details.
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💥 Speed, accuracy, and scaling – discover the superpowers of GenAI in action with UiPath Document Understanding and Communications Mining™:
See how to accelerate model training and optimize model performance with active learning
Learn about the latest enhancements to out-of-the-box document processing – with little to no training required
Get an exclusive demo of the new family of UiPath LLMs – GenAI models specialized for processing different types of documents and messages
This is a hands-on session specifically designed for automation developers and AI enthusiasts seeking to enhance their knowledge in leveraging the latest intelligent document processing capabilities offered by UiPath.
Speakers:
👨🏫 Andras Palfi, Senior Product Manager, UiPath
👩🏫 Lenka Dulovicova, Product Program Manager, UiPath
Assuring Contact Center Experiences for Your Customers With ThousandEyes
Math sol common core overview
1. CRIN E07: Elementary Math Curriculum and Instruction
Dr. Margie Mason/Ms. Rachael Cofer
November 7, 2011
Mathematics SOLs/Common Core State Standards
Overview for Grades 6—8
Complied by
Sharon Antal, Ericca Dent, Courtney Mann,
Rob Schupbach, and Holly Stainback
2. CRIN E07: Elementary Math Curriculum and Instruction
Dr. Margie Mason/Ms. Rachael Cofer
November 7, 2011
SOL/Common Core Overview
a) They both stress application to real-life situations. Both focus on using
calculators and appropriate technology (computers and spreadsheets)
b) The SOLs focus on problem solving and is a major part of the math program
at every grade level, but the Common Core does not mention this.
The SOLs encourage students to apply information to science and other disciplines
they are studying and the common does not mention this.
The Common Core mentions that students should be able to develop their own
arguments and reasoning and critique the reasoning of others and the SOLs do not
mention this.
The SOLS focus using concrete materials for all age levels where the Common
Core suggest their use only for younger children.
c) SOL Focus
6th Grade
Focuses on transitioning from whole number arithmetic to foundations of algebra
7th Grade
Focuses on continued emphasis of foundations of algebra
8th Grade
Focuses on reviewing concepts and skills learned in previous grades and giving
new content that prepares students for algebra and geometry
d) Common Core Focus Grades 6 - 8
In Grade 6, instructional time should focus on four critical areas: (1) connecting
ratio and rate to whole number multiplication and division and using concepts of
ratio and rate to solve problems; (2) completing understanding of division of
fractions and extending the notion of number to the system of rational numbers,
3. CRIN E07: Elementary Math Curriculum and Instruction
Dr. Margie Mason/Ms. Rachael Cofer
November 7, 2011
which includes negative numbers; (3) writing, interpreting, and using expressions
and equations; and (4) developing understanding of statistical thinking.
In Grade 7, instructional time should focus on four critical areas: (1) developing
understanding of and applying proportional relationships; (2) developing
understanding of operations with rational numbers and working with expressions
and linear equations; (3) solving problems involving scale drawings and informal
geometric constructions, and working with two- and three-dimensional shapes to
solve problems involving area, surface area, and volume; and (4) drawing
inferences about populations based on samples.
In Grade 8, instructional time should focus on three critical areas: (1) formulating
and reasoning about expressions and equations, including modeling an association
in bivariate data with a linear equation, and solving linear equations and systems of
linear equations; (2) grasping the concept of a function and using functions to
describe quantitative relationships; (3) analyzing two- and three-dimensional space
and figures using distance, angle, similarity, and congruence, and understanding
and applying the Pythagorean Theorem.
e) Overall, I think the core is a little too specifiic, even when the full scope and
sequence of the SOLs are considered. The core seems to talk a good game
about abstract reasoning, but I don’t see any proof that there standards are
really guaranteeing that this is happening. It’s not exactly there with the
SOLs either, but I think there is more of a conceptual definition for certain
standards, rather than just formulas (perhaps by design) and as such it seems
like at least due to to what form its creator have chosen to write it, a teacher
might be able to fit true problem-solving in more easily. However, the
specificity with which the Core is written and its insistence on maintaining
certain concepts throughout (rational numbers seem to be throughout the
grade band and not just put in with a vengeance in 8th grade) the Core might
make students really focus on certain concepts and might make teachers
better aware of what they should be stressing. Clarity can be really good.
From Education Week, September 2011:
4. CRIN E07: Elementary Math Curriculum and Instruction
Dr. Margie Mason/Ms. Rachael Cofer
November 7, 2011
Fresh Perspective
The common standards represent such a big change that states shouldn't even try to find
commonalities between them and their old state standards, but view them "as something
completely new," said Ken Krehbiel, the associate executive director of communications for the
National Council of Teachers of Mathematics.
That way, he said, educators are more likely to find fresh ways to design lessons based on the
"mathematical practices" that form the core of the standards, emphasizing skills such as problem-
solving and mathematical modeling.
NCTM and others are working to build a library of sample tasks that reflect those practices and
are making them available to educators as they are assembled, Mr. Krehbiel said.
Mathematics Standards of Learning for Virginia Public Schools
Grade Six
The sixth-grade standards are a transition from the emphasis placed on whole number arithmetic
in the elementary grades to foundations of algebra. The standards emphasize rational numbers.
Students will use ratios to compare data sets; recognize decimals, fractions, and percents as
ratios; solve single-step and multistep problems, using rational numbers; and gain a foundation in
the understanding of integers. Students will solve linear equations and use algebraic terminology.
Students will solve problems involving area, perimeter, and surface area, work with π (pi), and
focus on the relationships among the properties of quadrilaterals. In addition, students will focus
on applications of probability and statistics.
While learning mathematics, students will be actively engaged, using concrete materials and
appropriate technology such as calculators, computers, and spreadsheets. However, facility in the
use of technology shall not be regarded as a substitute for a student’s understanding of
quantitative concepts and relationships or for proficiency in basic computations. Students will
also identify real-life applications of the mathematical principles they are learning and apply
these to science and other disciplines they are studying.
Mathematics has its own language, and the acquisition of specialized vocabulary and language
patterns is crucial to a student’s understanding and appreciation of the subject. Students should
be encouraged to use correctly the concepts, skills, symbols, and vocabulary identified in the
following set of standards.
Problem solving has been integrated throughout the six content strands. The development of
problem-solving skills should be a major goal of the mathematics program at every grade level.
Instruction in the process of problem solving will need to be integrated early and continuously
into each student’s mathematics education. Students must be helped to develop a wide range of
skills and strategies for solving a variety of problem types.
5. CRIN E07: Elementary Math Curriculum and Instruction
Dr. Margie Mason/Ms. Rachael Cofer
November 7, 2011
Number and Number Sense
Focus: Relationships among Fractions, Decimals, and Percents
6.1 The student will describe and compare data, using ratios, and will use appropriate
a
notations, such as , a to b, and a:b.
b
6.2 The student will
a) investigate and describe fractions, decimals, and percents as ratios;
b) identify a given fraction, decimal, or percent from a representation;
c) demonstrate equivalent relationships among fractions, decimals, and percents; and
d) compare and order fractions, decimals, and percents.
6.3 The student will
a) identify and represent integers;
b) order and compare integers; and
c) identify and describe absolute value of integers.
6.4 The student will demonstrate multiple representations of multiplication and division of
fractions.
6.5 The student will investigate and describe concepts of positive exponents and perfect
squares.
Computation and Estimation
Focus: Applications of Operations with Rational Numbers
6.6 The student will
a) multiply and divide fractions and mixed numbers; and
b) estimate solutions and then solve single-step and multistep practical problems
involving addition, subtraction, multiplication, and division of fractions.
6.7 The student will solve single-step and multistep practical problems involving addition,
subtraction, multiplication, and division of decimals.
6.8 The student will evaluate whole number numerical expressions, using the order of
operations.
Measurement
Focus: Problem Solving with Area, Perimeter, Volume, and Surface Area
6.9 The student will make ballpark comparisons between measurements in the U.S.
Customary System of measurement and measurements in the metric system.
6.10 The student will
a) define π (pi) as the ratio of the circumference of a circle to its diameter;
6. CRIN E07: Elementary Math Curriculum and Instruction
Dr. Margie Mason/Ms. Rachael Cofer
November 7, 2011
b) solve practical problems involving circumference and area of a circle, given the
diameter or radius;
c) solve practical problems involving area and perimeter; and
d) describe and determine the volume and surface area of a rectangular prism.
Geometry
Focus: Properties and Relationships
6.11 The student will
a) identify the coordinates of a point in a coordinate plane; and
b) graph ordered pairs in a coordinate plane.
6.12 The student will determine congruence of segments, angles, and polygons.
6.13 The student will describe and identify properties of quadrilaterals.
Probability and Statistics
Focus: Practical Applications of Statistics
6.14 The student, given a problem situation, will
a) construct circle graphs;
b) draw conclusions and make predictions, using circle graphs; and
c) compare and contrast graphs that present information from the same data set.
6.15 The student will
a) describe mean as balance point; and
b) decide which measure of center is appropriate for a given purpose.
6.16 The student will
a) compare and contrast dependent and independent events; and
b) determine probabilities for dependent and independent events.
Patterns, Functions, and Algebra
Focus: Variable Equations and Properties
6.17 The student will identify and extend geometric and arithmetic sequences.
6.18 The student will solve one-step linear equations in one variable involving whole
number coefficients and positive rational solutions.
6.19 The student will investigate and recognize
a) the identity properties for addition and multiplication;
b) the multiplicative property of zero; and
c) the inverse property for multiplication.
6.20 The student will graph inequalities on a number line.
7. CRIN E07: Elementary Math Curriculum and Instruction
Dr. Margie Mason/Ms. Rachael Cofer
November 7, 2011
Grade Seven
The seventh-grade standards continue to emphasize the foundations of algebra. Students who
successfully complete the seventh-grade standards should be prepared to study Algebra I in
grade eight. Topics in grade seven include proportional reasoning, integer computation, solving
two-step linear equations, and recognizing different representations for relationships. Students
will apply the properties of real numbers in solving equations, solve inequalities, and use data
analysis techniques to make inferences, conjectures, and predictions.
While learning mathematics, students will be actively engaged, using concrete materials and
appropriate technology such as calculators, computers, and spreadsheets. However, facility in the
use of technology shall not be regarded as a substitute for a student’s understanding of
quantitative concepts and relationships or for proficiency in basic computations. Students will
also identify real-life applications of the mathematical principles they are learning and apply
these to science and other disciplines they are studying.
Mathematics has its own language, and the acquisition of specialized vocabulary and language
patterns is crucial to a student’s understanding and appreciation of the subject. Students should
be encouraged to use correctly the concepts, skills, symbols, and vocabulary identified in the
following set of standards.
Problem solving has been integrated throughout the six content strands. The development of
problem-solving skills should be a major goal of the mathematics program at every grade level.
Instruction in the process of problem solving will need to be integrated early and continuously
into each student’s mathematics education. Students must be helped to develop a wide range of
skills and strategies for solving a variety of problem types.
Number and Number Sense
Focus: Proportional Reasoning
7.1 The student will
a) investigate and describe the concept of negative exponents for powers of ten;
b) determine scientific notation for numbers greater than zero;
c) compare and order fractions, decimals, percents, and numbers written in scientific
notation;
d) determine square roots; and
e) identify and describe absolute value for rational numbers.
7.2 The student will describe and represent arithmetic and geometric sequences, using
variable expressions.
Computation and Estimation
Focus: Integer Operations and Proportional Reasoning
8. CRIN E07: Elementary Math Curriculum and Instruction
Dr. Margie Mason/Ms. Rachael Cofer
November 7, 2011
7.3 The student will
a) model addition, subtraction, multiplication, and division of integers; and
b) add, subtract, multiply, and divide integers.
7.4 The student will solve single-step and multistep practical problems, using proportional
reasoning.
Measurement
Focus: Proportional Reasoning
7.5 The student will
a) describe volume and surface area of cylinders;
b) solve practical problems involving the volume and surface area of rectangular
prisms and cylinders; and
c) describe how changing one measured attribute of a rectangular prism affects its
volume and surface area.
7.6 The student will determine whether plane figures—quadrilaterals and triangles—are
similar and write proportions to express the relationships between corresponding sides
of similar figures.
Geometry
Focus: Relationships between Figures
7.7 The student will compare and contrast the following quadrilaterals based on properties:
parallelogram, rectangle, square, rhombus, and trapezoid.
7.8 The student, given a polygon in the coordinate plane, will represent transformations
(reflections, dilations, rotations, and translations) by graphing in the coordinate plane.
Probability and Statistics
Focus: Applications of Statistics and Probability
7.9 The student will investigate and describe the difference between the experimental
probability and theoretical probability of an event.
7.10 The student will determine the probability of compound events, using the Fundamental
(Basic) Counting Principle.
7.11 The student, given data for a practical situation, will
a) construct and analyze histograms; and
b) compare and contrast histograms with other types of graphs presenting information
from the same data set.
9. CRIN E07: Elementary Math Curriculum and Instruction
Dr. Margie Mason/Ms. Rachael Cofer
November 7, 2011
Patterns, Functions, and Algebra
Focus: Linear Equations
7.12 The student will represent relationships with tables, graphs, rules, and words.
7.13 The student will
a) write verbal expressions as algebraic expressions and sentences as equations and
vice versa; and
b) evaluate algebraic expressions for given replacement values of the variables.
7.14 The student will
a) solve one- and two-step linear equations in one variable; and
b) solve practical problems requiring the solution of one- and two-step linear
equations.
7.15 The student will
a) solve one-step inequalities in one variable; and
b) graph solutions to inequalities on the number line.
7.16 The student will apply the following properties of operations with real numbers:
a) the commutative and associative properties for addition and multiplication;
b) the distributive property;
c) the additive and multiplicative identity properties;
d) the additive and multiplicative inverse properties; and
e) the multiplicative property of zero.
Grade Eight
The eighth-grade standards are intended to serve two purposes. First, the standards contain
content that reviews or extends concepts and skills learned in previous grades. Second, they
contain new content that prepares students for more abstract concepts in algebra and geometry.
The eighth-grade standards provide students additional instruction and time to acquire the
concepts and skills necessary for success in Algebra I. Students will gain proficiency in
computation with rational numbers and will use proportions to solve a variety of problems. New
concepts include solving multistep equations and inequalities, graphing linear equations,
visualizing three-dimensional shapes represented in two-dimensional drawings, and applying
transformations to geometric shapes in the coordinate plane. Students will verify and apply the
Pythagorean Theorem and represent relations and functions, using tables, graphs, and rules. The
eighth-grade standards provide a more solid foundation in Algebra I for those students not ready
for Algebra I in grade eight.
While learning mathematics, students will be actively engaged, using concrete materials and
appropriate technologies. However, facility in the use of technology shall not be regarded as a
substitute for a student’s understanding of quantitative concepts and relationships or for
proficiency in basic computations. Students will also identify real-life applications of the
mathematical principles they are learning that can be applied to science and other disciplines
they are studying.
10. CRIN E07: Elementary Math Curriculum and Instruction
Dr. Margie Mason/Ms. Rachael Cofer
November 7, 2011
Mathematics has its own language, and the acquisition of specialized vocabulary and language
patterns is crucial to a student’s understanding and appreciation of the subject. Students should
be encouraged to use correctly the concepts, skills, symbols, and vocabulary identified in the
following set of standards.
Problem solving has been integrated throughout the six content strands. The development of
problem-solving skills should be a major goal of the mathematics program at every grade level.
Instruction in the process of problem solving will need to be integrated early and continuously
into each student’s mathematics education. Students must be helped to develop a wide range of
skills and strategies for solving a variety of problem types.
Number and Number Sense
Focus: Relationships within the Real Number System
8.1 The student will
a) simplify numerical expressions involving positive exponents, using rational
numbers, order of operations, and properties of operations with real numbers; and
b) compare and order decimals, fractions, percents, and numbers written in scientific
notation.
8.2 The student will describe orally and in writing the relationships between the subsets of
the real number system.
Computation and Estimation
Focus: Practical Applications of Operations with Real Numbers
8.3 The student will
a) solve practical problems involving rational numbers, percents, ratios, and
proportions; and
b) determine the percent increase or decrease for a given situation.
8.4 The student will apply the order of operations to evaluate algebraic expressions for
given replacement values of the variables.
8.5 The student will
a) determine whether a given number is a perfect square; and
b) find the two consecutive whole numbers between which a square root lies.
Measurement
Focus: Problem Solving
8.6 The student will
a) verify by measuring and describe the relationships among vertical angles, adjacent
angles, supplementary angles, and complementary angles; and
11. CRIN E07: Elementary Math Curriculum and Instruction
Dr. Margie Mason/Ms. Rachael Cofer
November 7, 2011
b) measure angles of less than 360°.
8.7 The student will
a) investigate and solve practical problems involving volume and surface area of
prisms, cylinders, cones, and pyramids; and
b) describe how changing one measured attribute of a figure affects the volume and
surface area.
Geometry
Focus: Problem Solving with 2- and 3-Dimensional Figures
8.8 The student will
a) apply transformations to plane figures; and
b) identify applications of transformations.
8.9 The student will construct a three-dimensional model, given the top or bottom, side,
and front views.
8.10 The student will
a) verify the Pythagorean Theorem; and
b) apply the Pythagorean Theorem.
8.11 The student will solve practical area and perimeter problems involving composite plane
figures.
Probability and Statistics
Focus: Statistical Analysis of Graphs and Problem Situations
8.12 The student will determine the probability of independent and dependent events with
and without replacement.
8.13 The student will
a) make comparisons, predictions, and inferences, using information displayed in
graphs; and
b) construct and analyze scatterplots.
Patterns, Functions, and Algebra
Focus: Linear Relationships
8.14 The student will make connections between any two representations (tables, graphs,
words, and rules) of a given relationship.
8.15 The student will
a) solve multistep linear equations in one variable with the variable on one and two
sides of the equation;
12. CRIN E07: Elementary Math Curriculum and Instruction
Dr. Margie Mason/Ms. Rachael Cofer
November 7, 2011
b) solve two-step linear inequalities and graph the results on a number line; and
c) identify properties of operations used to solve an equation.
8.16 The student will graph a linear equation in two variables.
8.17 The student will identify the domain, range, independent variable, or dependent
variable in a given situation.
The Common Core Standards for Mathematics
http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf
The Common Core Standards
Key Points in Mathematics
● The K-5 standards provide students with a solid foundation in whole numbers, addition,
subtraction, multiplication, division, fractions and decimals—which help young students
build the foundation to successfully apply more demanding math concepts and procedures,
and move into applications.
● In kindergarten, the standards follow successful international models and recommendations
from the National Research Council’s Early Math Panel report, by focusing kindergarten
work on the number core: learning how numbers correspond to quantities, and learning how
to put numbers together and take them apart (the beginnings of addition and subtraction).
● The K-5 standards build on the best state standards to provide detailed guidance to teachers
on how to navigate their way through knotty topics such as fractions, negative numbers, and
geometry, and do so by maintaining a continuous progression from grade to grade.
● The standards stress not only procedural skill but also conceptual understanding, to make
sure students are learning and absorbing the critical information they need to succeed at
higher levels - rather than the current practices by which many students learn enough to get
by on the next test, but forget it shortly thereafter, only to review again the following year.
● Having built a strong foundation K-5, students can do hands on learning in geometry, algebra
and probability and statistics. Students who have completed 7th grade and mastered the
content and skills through the 7th grade will be well-prepared for algebra in grade 8.
● The middle school standards are robust and provide a coherent and rich preparation for high
school mathematics.
● The high school standards call on students to practice applying mathematical ways of
thinking to real world issues and challenges; they prepare students to think and reason
mathematically.
13. CRIN E07: Elementary Math Curriculum and Instruction
Dr. Margie Mason/Ms. Rachael Cofer
November 7, 2011
● The high school standards set a rigorous definition of college and career readiness, by
helping students develop a depth of understanding and ability to apply mathematics to novel
situations, as college students and employees regularly do.
● The high school standards emphasize mathematical modeling, the use of mathematics and
statistics to analyze empirical situations, understand them better, and improve decisions. For
example, the draft standards state: “Modeling links classroom mathematics and statistics to
everyday life, work, and decision-making. It is the process of choosing and using appropriate
mathematics and statistics to analyze empirical situations, to understand them better, and to
improve decisions. Quantities and their relationships in physical, economic, public policy,
social and everyday situations can be modeled using mathematical and statistical methods.
When making mathematical models, technology is valuable for varying assumptions,
exploring consequences, and comparing predictions with data.”
Resources
Gewertz, C. (2011). Experts: Educators can't separate common core state
standards. Education Week, 30(36), 24.
Kepner Jr., H.S. (2010). A math perspective on the common core standards
initiative. NSTA Reports!, 3-4.
Wiggins, G. (2011). The common-core math standards: They don’t add up.
Education Week, 31 (5), 22-23.
http://www.doe.virginia.gov/VDOE/Superintendent/Sols/home.shtml
http://www.corestandards.org/the-standards
http://www.corestandards.org/about-the-standards/key-points-in-mathematics