Exploring Elementary Math Standards

Created Feb. 7, 2024 by Janet Rohmiller

Resource overview

LEARNING OUTCOMES:

  • Teachers/teacher candidates will recognize the shifts in math that underlie the Common Core Math Standards.
  • Teachers/teacher candidates will examine the CCSS Math Focus Areas across elementary grades and recognize the focus areas for their grade and the progression towards algebra developed across the elementary grades.
  • Teachers/teacher candidates will explore and use the coherence map to identify connections among standards and how to use the map to assist in lesson planning. 

EDUCATIONAL STANDARDS ADDRESSED:

InTASC Teaching Standard 4: Content Knowledge

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.

Iowa Teaching Standard 2: Content

Demonstrates competence in content knowledge appropriate to the teaching position.

TIME REQUIRED FOR LESSON:

45 minutes 

TIME REQUIRED FOR TEACHER PREPARATION:

15-30 minutes (more time is required if the instructor is not already familiar with the coherence map)

MATERIALS FOR LESSON:

  • Laptops or tablets for each participant
  • Internet access for each participant
  • Links to Achieve the Core site/resources and to Core Standards site/resources  (Note: Handouts may also be provided, if preferred for two of the three resources all participants will need to access). Links to resources and handouts included in the lesson details below.
  • Prompts, learning outcomes, etc., posted on a handout, PPT, poster, &/or whiteboard as desired by instructor

OVERVIEW OF LESSON:

  • Introductory Activities: Set the stage for this lesson by activating participants' background experiences as an elementary student.
    • Provide the prompt, "Think back to when you were in elementary school and you were learning all about math. As you think back, focus on two things. 1. What stands out to you about WHAT you learned in math?  2. HOW you learned math... In what kinds of activities did you engage to learn math? 
    • Engage participants in a think-pair-share to reflect on and discuss the prompt.
    • Introduce the learning outcomes for this lesson & the connection to the teaching standards
  • Learning Activities:
  • MATH SHIFTS
  • MATH FOCUS AREAS
    • Note that we will first dive into examining FOCUS by looking at the focus areas across each grade. We will also look at the focus areas that form a progression leading to algebra in middle school. 
    • Provide participants with the link or copies of the focus areas for each grade AND for the K-8 progression that leads to MS algebra.  (Available at https://achievethecore.org/page/900/college-and-career-ready-shifts-in-mathematics. Select the "+" for FOCUS to find the link to the online document and also a downloadable PDF.)
    • Provide time for the participants to explore the focus areas AND to discuss what they notice. Encourage discussions about the grade level they teach (or in which they have practicum for teacher candidates) as well as the previous and upcoming grades.
    • Lead a brief discussion of what participants noticed as they engaged in exploring the focus areas.
  • COHERENCE MAP
    • Introduce the Coherence Map and its purposes. As noted on the coherence map front page, this includes:
      • "Build student understanding by linking together concepts within and across grades."
      • "Identify gaps in a student's knowledge by tracing a standard back through its logical pre-requisites."
      • "Visualize and understand how supporting standards relate to the major work of the grade."
    • Provide link to the coherence map https://achievethecore.org/coherence-map/  Provide time for participants to explore the map. When first using the map, there will be a series of 4 short prompts that tell users how to use and read the map. Prompt participants to think about how this helps them understand the math content they teach AND how it may be used to help them in their lesson planning.
    • Circulate as participants engage in exploration and discussions. Prompt, question, and engage as you circulate.
  • Concluding Activities
  • Have participants complete an exit ticket noting 1) What was reinforced and/or added to your understanding of the math you teach? 2) How will you use the resources and what you learned as you plan lessons for your students? 3) What questions remain?
  • Provide an opportunity for participants to pair-share followed by a short large-group sharing (depending on the size of the group.)


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