K-2 Common Core StandardsJudy GreenValley SpringsFebruary 4

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Arkansas Frameworks

TIA Documents

Arkansas State AssessmentsITBS

TLI Alignment/AssessmentsKindergarten Formative Assessment

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Common Core Standards

CCSS Comparison

2014-2015 Assessment

TLI 1-2 Assessments and K-2 Mapping/AlignmentKindergarten-Formative Assessments

• Common Core Standards• CCSS Comparison with Arkansas SLEs•Language Arts CC Curriculum Maps

Teachers App (T)

Common Core StandardsK-2 August, 2011

Language ArtsK-12

MathK-12 Literacy in

History/SS, Science & Technical Subjects

6-12

What are the major similarities between what you currently teach in your classrooms and what is required by the Common Core Standards for Math?

Step 1Similarities

What are the major differences between what you currently teach in your classrooms and what is required by the Common Core Standards for Math?

Step 2Differences

In which skill areas will student need immediate assistance (in the short term) to make an effective transition to the expectations of the Common Core?

Step 3Immediate Assistance

What will be our professional development needs? What support will we need?

Step 4Support

What are some of the changes that will need to take place? How will we go about making these changes?

Step 5Changes

ARKANSAS FRAMEWORKS•Number and Operations•Algebra•Geometry•Measurement•Data Analysis and Probability

•Counting & Cardinality – K•Operation and Algebraic Thinking•Number & Operations in Base Ten•Measurement and Data•Geometry

COMMON CORE STANDARDS

MATHStrands Domains

Math Domains

Abbreviation Domain

CC Counting and Cardinality (Kindergarten)

OA Operations and Algebraic Thinking

NBT Number and Operations in Base Ten

MD Measurement and Data

G Geometry

Math Match3 = Excellent Match

Arkansas SLE(s) match the Common Core Standard in both depth of learning and

content.2 = Good Match

Arkansas SLE(s) match the Common Core Standard with minor aspects of the

Common Core Standard not addressed in the Arkansas SLE(s).1 = Weak Match

Arkansas SLE(s)relate to the Common Core Standard with major aspects of the

Common Core Standard not addresses by the Arkansas SLE(s).No Match

Kindergarten Match

3 2 1 No MatchK.CC.1 K.CC.2 K.CC.4cK.CC.3 K.CC.4

K.CC.4a K.CC.4bK.CC.5 K.CC.6K.OA.1 K.CC.7K.OA.2 K.NBT.1K.OA.3 K.MD.1K.OA.4 K.MD.2K.OA.5 K.MD.3K.G.1 K.G.2

K.G.4K.G.6

First Grade Match

3 2 1 No Match1.NBT.2 1.OA.1 1.OA.21.NBT.5 1.OA.3 1.OA.5

1.OA.4 1.MD.11.OA.6 1.MD.21.OA.81.NBT.11.NBT.31.NBT.41.NBT.61.MD.31.MD.41.G.11.G.21.G.3

Second Grade Match

3 2 1 No Match2.OA.2 2.OA.1 2.NBT.4 2.MD.62.NBT.1 2.OA.3 2.MD.3 2.MD.92.NBT.2 2.OA.4 2.MD.42.MD.7 2.NBT.3 2.MD.52.MD.8 2.NBT.5 2.G.3

2.MD.10 2.NBT.62.NBT.72.NBT.82.NBT.92.MD.12.MD.22.G.12.G.2

Task Analysis

The act of breaking a broad learning goal down into essential learning steps necessary for achieving the goal and then sequencing these steps from the simple to the most complex.

•Common Core Standards

•Understand what the standard means and how will the standard be assessed to determine student mastery.

•What would a student have to know and be able to do in order to accomplish this goal?

•Establish the correct order for instruction.

Task Analysis ProcessTotal Instruction Alignment

Step 1Determine

the learning goal.

Step 2Make sure there is a

clear understanding of the learning goal.

Step 3Identify the

learning steps

necessary to accomplish the goal.

Step 4Establish a

logical order for

instruction.

KindergartenCC.K.CC.1 Know number names and the count sequence. Count to 100 by ones and by tens.

AR.K.A.4.4 (A.4.K.4) Recognize, describe and develop patterns: Use patterns to rote count up to 100 and count backward from 20

to 0

AR.K.A.4.5 (A.4.K.5) Recognize, describe and develop patterns: Identify, describe and extend skip-counting patterns by 5s and 10s

AR.1.NO.1.1 (NO.1.1.1) Whole Numbers: Use efficient strategies to count a given set of objects in groups of 10 up to 100

Task Analysis

*count by 1's to 100*count by 5's to 100*count by 10's to 100*count backwards from 20 by 1's

*use patterns to skip count*label/describe a visual skip counting pattern (by 5s and 10s)*label/describe a verbal skip counting pattern (by 5s and 10s)*determine the next number in a verbal/visual skip counting pattern

*count to 10 *make a set of 10 with objects *count by 10s to 100

Vocabulary

number pattern skip countingextendpattern

set grouping

First GradeCC.1.OA.1 Represent and solve problems involving addition and subtraction. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing,

with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Page 1

AR.2.NO.2.5 (NO.2.2.5) Whole Number Operations: Demonstrate various meaning of addition and

subtraction

AR.K.NO.2.3 (NO.2.K.3) Whole Number Operations: Demonstrate the relationship between addition and subtraction with informal language and models in contextual situations involving whole numbers

AR.1.NO.2.5 (NO.2.1.5) Whole Number Operations: Identify and use relationships between addition and subtraction to solve problems in contextual situations involving whole numbers

AR.2.NO.2.6 (NO.2.2.6) Whole Number Operations: Demonstrate various addition and subtraction relationships (property) to solve problems in contextual situations involving whole numbers

Task Analysis

*solve a variety of addition and subtraction problem types as noted in the Appendix in the Arkansas Math Frameworks

*count sets*combine sets*separate sets *show how combining 2 sets and separating 2 sets are related (since 2 blocks and 3 blocks is 5 blocks, then 5 blocks minus 2 blocks is 3 blocks)

*count objects *combine sets*separate sets*identify that combining sets and separating sets are inverses (opposites) *use addition to solve a subtraction problem (Ex. 8 - 5 means 5 + ? = 8; start with 5 and add on until you get 8) *write a fact family sentence to match a subtraction or an addition sentence (Ex. 2 + 3 = 5 means 5 - 2 = 3).

apply commutative and associative properties when solving addition and subtraction problems in contextual situations*write a subtraction equation from an addition equation (if 2 + 3 = 5, then 5 - ____ = ____) in contextual situations

Vocabulary

strategies number sentences

combine separate

whole numbers fact family

Second Grade page 1CC.2.NBT.1 Understand place value. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: -- a. 100 can be thought of as a bundle of ten tens — called a “hundred.” -- b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

AR.2.NO.1.4 (NO.1.2.4) Whole Numbers: Represent numbers to

100 in various forms

AR.4.NO.1.2 (NO.1.4.2) Whole Numbers: Use the place value structure of the base ten number system and be able to represent and compare whole numbers to millions (using models, illustrations, symbols, expanded notation and problem solving)

AR.3.NO.1.2 (NO.1.3.2) Whole Numbers: Use the place value structure of the base ten number system and be able to represent and compare whole numbers including thousands (using models, illustrations, symbols, expanded notation and problem solving)

AR.1.NO.1.4 (NO.1.1.4) Whole Numbers: Represent numbers to 20 in various forms

Task Analysis

*show numbers using manipulatives and pictorial representations *represent numbers using bundles of tens and ones *model numbers to 100 in various forms

a.*recite/identify place value to millions. *write numbers in standard form *use base ten blocks to create numbers to the millions*apply expanded notation to the millions*represent numbers in a variety of waysb.*create numbers using base ten blocks and compare*read numbers on a number line*locate numbers on a number line *use <, >, = to compare 2 numbers to the millions

*use manipulative to show whole numbers up to and including thousands *use manipulative to compare numbers up to and including thousands *illustrate to show whole numbers up to and including thousands *illustrate to compare whole numbers up to and including thousands *use symbols to compare whole numbers up to and including thousands *use expanded form to write and to compare whole numbers up to and including thousands *solve real-world problems by applying their knowledge of showing and comparing whole numbers up to and including thousands

*orally count to 20 *model numbers to 20 in various forms such as pictures, numerals, sets of objects, words, tally marks, base ten blocks

Vocabulary

expanded notationstandard formsymbol

compare represent place value thousands expanded notation models base ten period comma

base ten blocks

Second Grade page 2CC.2.NBT.1 Understand place value. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: -- a. 100 can be thought of as a bundle of ten tens — called a “hundred.” -- b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

AR.1.NO.1.5 (NO.1.1.5) Whole Numbers: Use multiple models to

develop understandings of place value including tens and ones

AR.2.NO.1.5 (NO.1.2.5) Whole Numbers: Use multiple models to represent understanding of place value including hundreds

Task Analysis

*demonstrate place value using manipulatives *demonstrate place value (ones and tens) *illustrate representations of groups of tens and ones*Ex. pictures of base 10 blocks to show 23 will be ___tens and ___ones = _____

*use manipulatives to represent numbers*use the commutative property of addition*use base 10 blocks to show place value*compose and decompose number using place value through 100s.

Vocabulary

place valueones tens grouping

Unpacking the Common Core Standards

3 Excellent Match

2 Good Match

1 Weak Match

No Match

Sequence Task Analysis

TLI Mapping and Alignment