Overview of Program:
The North Carolina Department of Instruction has adopted the Common Core State Standards for Mathematics (CCSS). Teachers will teach the CCSS for their specific grade level following the WCPSS Pacing guide. Math standards for grades K-5 are structured so that students get a solid foundation in arithmetic. The standards provide sufficient time for teachers to teach core concepts and procedures, and for students to master them.
CCSS Standards for Mathematical Practice
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments & critique reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Classroom Structure
Quick Practice: Daily routine involving whole-class responses of individual partner practice.
Math Talk: Students share strategies and solutions orally using the five talk moves.
Building Concepts: Objects, drawings, conceptual language, and real-world situations strengthen mathematical ideas and understanding.
Helping Community: A classroom in which everyone is both a teacher and a learner.
Student Leaders: Teacher’s facilitate students’ growth by helping them learn to lead practice activities and classroom discussions.
Primary Resource:
Curriculum Management Application (CMAPP)
Pacing Guides, Instructional Guides, Daily Routines, Additional Resources
WCPSS program(s) used:
Math Expressions (Textbook and Consumables)
Wake County Alignment Lessons (Via CMAPP and pre-printed notebooks)
A learning environment that supports the county goals for mathematics education has the following characteristics:
• students are actively involved in doing mathematics;
• problem solving, thinking, reasoning, and communicating are everyday activities;
• central mathematical concepts are understood;
• an appropriate balance between application and acquisition of knowledge and skills exists;
• manipulatives are used, when appropriate, to connect conceptual to procedural understanding;
• technology is used in appropriate ways;
• the curriculum is coherent and well-articulated across grade levels; and
• assessment as an integral part of instruction.
math_instruction_structur1.pdf | |
File Size: | 219 kb |
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math_overview_2012-2013.pdf | |
File Size: | 303 kb |
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