Number/Operations in Base 10 Operations and Algebraic Thinking Geometry Number/Operations in Base 10 Operations and Algebraic Thinking Geometry Number and Operations-Fractions Ratios and Proportional Relationships Expressions and Equations Geometry Statistics and Probability Interpreting Functions Reasoning with Equations & Inequalities Similarity, Right Triangles and Trigonometry Geometric Measurement and Dimension Interpreting Categorical and Quantitative Data Tool 2 focuses on the extent to which the Standards for Mathematical Practice are embedded and integrated in the curriculum materials. Since the Mathematical Practices describe the essence of “doing mathematics,” mathematics curriculum materials that align with the CCSSM must also provide teachers support in incorporating these Mathematical Practices into their lessons, thereby providing students ample opportunities to engage in the Practices. Tool 3 focuses on the extent to mathematics curriculum materials address overarching considerations related to equity, assessment, and technology. This tool guides reviewers to find evidence of teacher support with regard to establishing equitable teaching practices, integrating formative assessment into teaching, and using technology to support the learning and teaching of mathematics. The three tools developed by the team provide school administrators, teachers, and others involved in selecting mathematics curriculum materials with information to carefully analyze the materials based on important criteria and provide evidence on which to base curriculum materials adoption decisions. The sections that follow include: a User’s Guide to assist reviewers in using the tools; grade-level versions of Tool 1, along with Tool 2 and Tool 3; and a Professional Development Guide with PowerPoint slides that can be used to prepare reviewers for using the tools reliably. References Common Core State Standards for Mathematics (2010). Washington, D.C.: Council of Chief State School Officers and National Governors Association. Gewertz, C. (August 25, 2010). “Curriculum Producers Work to Reflect Common Standards.” Education Week, 30(1), 1, 20-21.
National Council of Teachers of Mathematics (1989). Curriculum and Evaluation Standards for School Mathematics. Reston, VA: The Council. National Council of Teachers of Mathematics (2000). Principles and Standards for School Mathematics. Reston, VA: The Council. National Council of Teachers of Mathematics (2009). Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics: A Quest for Coherence. Reston, VA: The Council. National Council of Teachers of Mathematics (2011). Focus in High School Mathematics: Fostering Reasoning and Sense Making for All Students. Reston, VA: The Council. User’s Guide CCSS Mathematics Curriculum Materials Analysis Project
CCSSM Curriculum Analysis Tool 1—Number and Operations in Base Ten for Grades K-2 CCSSM Grade K CCSSM Grade 1 Grade 2 K.NBT/CC Counting and Cardinality/ Number and Operations in Base Ten Chap. Cont N-L-M- A-H Bal N-L-M- A-H 1.NBT Number and Operations in Base Ten Chap. Pages Cont A-H Bal N-L-M- A-H 2.NBT Number and Operations in Base Ten Chap. Contt A-H Bal A-H Work with numbers 11-19 to gain foundations for place value Understand place value Understand value. 4. Identify whether a number of objects is one group is greater than, less than, or equal to the number of objects in another group. 5. Compare two numbers between 1 and 10 presented as written numerals. 3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 4. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Notes/Examples
CCSSM Curriculum Analysis Tool 1—Number and Operations for in Base 10 for Grades 3-5 Use place value understanding and properties of operations perform multi-digit arithmetic. Chap. Pages Cont N-L-M- A-H Bal N-L-M- A-H Use place value understanding and properties of operations to perform multi-digit arithmetic. Chap. Pages Cont N-L-M- A-H Bal N-L-M- A-H Perform operations with multi-digit whole numbers and with decimals to hundredths. Chap. Pages Cont N-L-M- A-H Bal N-L-M- A-H 6. Find whole-number quotients and remainders with up to dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 6. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 7. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Notes and Examples Overall Impressions: Balance between Mathematical Understanding and Procedural Skills:
Pages CCSSM Grade K CCSSM Grade 1 CCSSM Grade 2 Cont N-L-M- A-H Bal N-L-M- A-H Represent and solve problems involving addition and subtraction Cont N-L-M- A-H Bal N-L-M- A-H Represent and solve problems involving addition and subtraction Cont N-L-M- A-H Bal N-L-M- A-H 2. addition and subtraction word problems, and add and subtract within 10. 1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. 2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20. 1. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions. Work with addition and subtraction equations 7. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. 8. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Notes/Examples: