### Document

```Common Core Standards
for Math…
Less is More
SUCCESS
Mathematics Shift 1: Focus
What the Student Does…
What the Teacher Does…
•Spend more time on fewer
concepts.
•excise content from the curriculum
•Focus instructional time on priority
concepts
•Give students the gift of time
3
4
Mathematics Shift 2: Coherence
What the Student Does…
What the Teacher Does…
•Build on knowledge from year to
year, in a coherent learning
progression
•Connect the threads of math focus
•connect to the way content was
taught the year before and the years
after
•Focus on priority progressions
5
Mathematics Shift 3: Fluency
What the Student Does…
What the Teacher Does…
•Spend time practicing, with
intensity, skills (in high volume)
•Push students to know basic skills at
a greater level of fluency
•Focus on the listed fluencies by
•Uses high quality problem sets, in
high volume
6
Key Fluencies
Required Fluency
K
1
2
3
paper)
Multiply/divide within 100
4
5
Multi-digit multiplication
6
Multi-digit division
Multi-digit decimal operations
7
Solve px + q = r, p(x + q) = r
8
Solve simple 22 systems by inspection
Mathematics Shift 4: Deep
Understanding
What the Student Does…
What the Teacher Does…
•Show mastery of material at a deep
level
•Create opportunities for students to
variety of access points
•Articulate mathematical reasoning
•demonstrate deep conceptual
understanding of priority concepts
•Ensure that EVERY student GETS IT
before moving on
•Get smarter in concepts being
taught
8
Mathematics Shift 5: Application
What the Student Does…
What the Teacher Does…
•Apply math in other content areas
and situations, as relevant
•Apply math including areas where
its not directly required (i.e. in
science)
•Choose the right math concept to
solve a problem when not
necessarily prompted to do so
9
•Provide students with real world
experiences and opportunities to
apply what they have learned
Mathematics Shift 6: Dual Intensity
What the Student Does…
What the Teacher Does…
•Practice math skills with an intensity
that results in fluency
•Find the dual intensity between
understanding and practice within
different periods or different units
•Practice math concepts with an
intensity that forces application in
novel situations
10
•Be ambitious in demands for fluency
and practice, as well as the range of
application
NY State Test Item 5th Grade Math
(2005)
Sample Math Questions
• http://www.p12.nysed.gov/apda/commoncore-sample-questions/
Candy wants to buy herself a new bicycle that costs \$240. Candy has already saved
\$32, but she needs to make a plan so she can save the rest of the money she
needs. She decides to save the same amount of money, x dollars, each month for
the next four months.
Part A: Write an equation that helps Candy determine the amount of money she
must save each month.
Equation __________________________________
Part B: Solve the equation to find the amount of money she must save each month
to meet her goal of buying a bicycle.
When tackling a math problem and you find yourself stuck try this…
“Rats under napkins played disco songs regularly”
Underline …
Need…
Plan
Draw a picture
Solve
Reflect/math sense
the problem once or twice.
key words or numbers.
what information and what do you need to find.
How will you solve the problem?
If you cannot think of a plan draw a picture to help.
When you think you are finished look over your answerdoes it make sense and did you answer the question?
Clue Words:
Subtraction:
Multiplication:
Division:
sum, total, in all, perimeter
difference, how much more, how many left
product, area, times
share, distribute, quotient, average
Sample Assignment
for Test Prep
Days of the
Week
Monday
Tuesday
Wednesday
Thursday
Friday
Assignment
Parent’s
Signature
--Mult. Fractions Page 81-82 #1, 6 & 9
Place Value Page 13 # 1, 2, 8
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--Mult. Fractions Page 81-82 #2, 3, 4 & 8
Place Value Page 13 #4
Rounding Decimals Page 25 #1
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Enhance your child’s math fluency and
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Questions
```