Stamford Public Schools

CCSS Community Forum:Elementary Mathematics

Presented by:

Brian ByrneSPS Curriculum Associate for Elementary Math

bbyrne@ci.stamford.ct.uswww.spselementarymath.blogspot.com

@SPSMathK5

Results from research show:• “Opportunity to learn is widely considered the single most important predictor of student

achievement.”• “Teaching and learning is the product of interactions among the teacher, the students, and

the mathematics.” -(Digging Deeper into the CCSS)

CCSS: MathematicsThree Major Shifts

• Focus strongly where the standards focus• Coherence: Think across grades and link to

major topics within grades• Rigor: Require conceptual understanding,

fluency, and application

Focus• Significantly narrow the scope of content

and deepen how time and energy is spent in the math classroom

• Focus deeply only on what is emphasized in the standards, so that students gain strong foundations

Focus

Focus

Operations and Algebraic Thinking

Expressions and Equations

Algebra

Number and Operations—Base Ten

The Number System

Number and Operations—Fractions

K 1 2 3 4 5 6 7 8 High School

CoherenceThink across grades, and link to major topics within gradesLearning is connected within and across grades so that students can build new understanding onto foundations built in previous years. Begin to count on solid conceptual understanding of core content and build on it.The standards are developmentally appropriate. Students are ready to learn the concepts.

Each standard is not a new event,but an extension of previous learning.

RigorThe CCSM require a balance of:

Solid conceptual understandingProcedural skill and fluencyApplication of skills in problem solving

situations

This requires equal intensity in time, activities, and resources in pursuit of all three

Rigor(a) Solid Conceptual Understanding• Teach more than “how to get the answer” and instead

support students’ ability to access concepts from a number of perspectives

• Students are able to see math as more than a set of mnemonics or discrete procedures

• Conceptual understanding supports the other aspects of rigor (fluency and application)

(b) Fluency• The standards require speed and accuracy in calculation.• Teachers structure class time and/or homework time for

students to practice core functions such as single-digit multiplication so that they are more able to understand and manipulate more complex concepts

CCSS Math Practices

Quick Videohttp://www.youtube.com/watch?v=1IPxt794-yU&feature=related

CCSS Sample ProblemsCCSS:

Suggest moving away from multiple choice Encourage multiple response questions

Find additional sample problems on the Smarter Balanced websitehttp://www.smarterbalanced.org/sample-items-

and-performance-tasks/

CCSS Sample ProblemsWeak Example of 2.NBT.2-4 Strong Example of 2.NBT.2-4

CCSS Sample Problems

CCSS Sample Problems

CCSS Sample Problems

SPS Implementation Plan2012-13 Curriculum Changes to grades K-2

Aligned all assessment questions to CCSS Domains

Changed assessments to reflect the content of CCSS

2013-14 Curriculum Changes to grades 3-5Aligned all assessments to the CCSS Domains

Curriculum changes will be ongoing, continuously modified, and updated

CommunicationSPS Elementary Math Curriculum:

Twitter: @SPSMathK5

Web: www.spselementarymath.blogspot.com

Email: bbyrne@ci.stamford.ct.us

Questions