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Common Core Mathematics in a PLC at Work™, Grades 3–5
This teacher guide illustrates how to sustain successful implementation of the Common Core State Standards for mathematics, grades 3–5. Discover what students should learn and how they should learn it at each grade level. Comprehensive research-affirmed analysis tools and strategies will help you and your collaborative team develop and assess student demonstrations of deep conceptual understanding and procedural fluency.
A Joint Publication With the National Council of Teachers of Mathematics
Benefits
- Discover the five essential paradigm shifts necessary to implement the CCSS for mathematics.
- Receive guidance on forming and sustaining collaborative teams in a Professional Learning Community at Work™ culture.
- Develop a “less is more” content mindset: fewer standards will result in the opportunity of time needed for deeper rigor and conceptual understanding work with students.
- Gain helpful formative assessment strategies for development of student proficiency in the Standards for Mathematical Practice.
- Access dozens of tools, activities, examples, resources, and reproducibles to help teachers and teams analyze, interpret, and implement the Common Core standards expectations for instruction and assessment.
- Examine the research-affirmed foundation of mathematics content and process standards from 1989 to 2010, and deepen your understanding of the Common Core expectations.
TABLE OF CONTENTS
Chapter 1: Using High-Performing Collaborative Teams for Mathematics
Chapter 2: Implementing the Common Core Standards for Mathematical Practice
Chapter 3: Implementing the Common Core Mathematics Content in Your Curriculum
Chapter 4: Implementing the Teaching-Assessing-Learning Cycle
Chapter 5: Implementing Required Response to Intervention
Epilogue: Your Mathematics Professional Development Model
Appendix A: Standards for Mathematical Practice
Appendix B: Standards for Mathematical Content, Grade 3
Appendix C: Standards for Mathematical Content, Grade 4
Appendix D: Standards for Mathematical Content, Grade 5
Appendix E: Changes in Mathematics Standards, 1989–2010
PRINTABLE REPRODUCIBLES
Chapter 1
- Figure 1.1: How to Read the Grade-Level Standards
- Figure 1.2: High-Leverage Mathematics Instructional Practices Linked to CCSS Mathematical Practices
- Figure 1.3: Intervention Time Models in Grades 3–5
Extending My Understanding
Inside Mathematics
Chapter 2
- Collaborative Team Task: Mathematical Practice 1
- Collaborative Team Task: Mathematical Practice 2
- Collaborative Team Task: Mathematical Practice 3
- Collaborative Team Task: Mathematical Practice 4
- Collaborative Team Task: Mathematical Practice 5
- Collaborative Team Task: Mathematical Practice 6
- Collaborative Team Task: Mathematical Practice 7
- Collaborative Team Task: Mathematical Practice 8
- Figure 2.4: Problem-Solving Organizer
- Figure 2.9: CCSS Mathematical Practices Lesson-Planning Tool
- Table 2.2: Developing Shared Understanding of the Mathematical Practices
Extending My Understanding
- Common Core Implementation Video Series
- Common Core Look-Fors
- Common Core State Standards Materials Analysis Tools
- Mathematical Practices Learning Community Templates
- Common Core Standards for Mathematical Practice
Chapter 3
- Collaborative Team Task: Planning Implementation of Domain 3.OA
- Collaborative Team Task: Planning Implementation of Domain 4.OA
- Collaborative Team Task: Planning Implementation of Domain 5.OA
- Figure 3.4: Anticipation Questions for Future Planning
- Table 3.1: Grade-by-Grade Analysis Tool—Grade 3
- Table 3.2: Grade-by-Grade Analysis Tool—Grade 4
- Table 3.3: Grade-by-Grade Analysis Tool—Grade 5
- Table 3.4: CCSS—Content Analysis, Grades K–5
- Table 3.5: Domain-by-Domain Cross-Grade Analysis
Extending My Understanding
- CCSS Mathematics Curriculum Materials Analysis Project
- Illustrative Mathematics
- Progressions Documents for the Common Core Math Standards
- Gearing Up for the Common Core State Standards in Mathematics
- Livescribe Pencasts
Chapter 4
- Figure 4.1: Key Assessment Questions for Grade-Level Collaborative Teams
- Figure 4.2: The PLC Teaching-Assessing-Learning Cycle
- Figure 4.3: Aligning Learning Targets With Assessment Instruments and Tasks
- Figure 4.5: Common Assessment Planning Process
- Figure 4.6: Formative Assessment Strategies
- Figure 4.9: Formative Assessment Strategies for Student Action
- Figure 4.10: Critical Lesson-Planning Questions
Extending My Understanding
- Mathematics Common Core Coalition
- National Council of Teachers of Mathematics Assessment Resources
- Partnership for Assessment of Readiness for College and Careers
- Smarter Balanced Assessment Consortium
Chapter 5
- Figure 5.2: Teacher Expectations Activity and Reflection Questions
- Table 5.1: Sample Fourth-Grade Diagnostic Interview
- Figure 5.6: RTI Instructional Strategies
- Figure 5.9: Fact Fluency Discussion Questions
- Figure 5.10: Intervention Assignment Questions and Monitoring Chart
- Diagnostic Tool for Tier 2 Targeted Interventions
- Figure 5.11: Student Disposition Interview and Reflection Questions
Extending My Understanding
- Assisting Students Struggling With Mathematics: Response to Intervention (RTI) for Elementary and Middle Schools
- Introduction to the Classroom-Focused Improvement Process
- The Mathematics Common Core Toolbox
- National Center on Response to Intervention
- National Council of Teachers of Mathematics Intervention Resources
Epilogue
Appendix
