MCPS Math at College Gardens
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Notes and Go for the Green sent home daily
Feedback on student work should be sent home within five school days
Graded work is sent home every Thursday. Specialists must provide work
to teachers by Wednesday.
Response to phone/email/notes should occur in one or two school days.
Standards based teaching and learning (k-3) materials will be identified
using the provided measurement topics levels of proficiency stamp.
PYP Newsletters outlining each unit of inquiry with essential elements
and appropriate essential questions aligned to subject scope and
sequence.
Grade level webpages will have current unit of inquiry newsletters posted
Parents can explore links posted on the school website to support
learning at home
Parents can find MCPS Curriculum framework on MCPS website and
MSDE indicators on MSDE website.
Headline!
The understanding that knowledge is moderated by perspectives;
different perspectives lead to different interpretations, understandings
and findings; perspectives may be individual, group, cultural or
disciplinary.
Do you consider yourself a
“math person?”
 Do you consider yourself a
reader?
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Develop students who love
math and see it as sensible and
useful to solving problems and
making sense of the world.
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All students will reach
proficiency in math –
Understanding, Computing,
Applying, Reasoning, and
Engaging (UCARE).
2001 MCPS
CCSS/EIC
Rigor
✔
✔
Coherence
✔
✔
Focus
✔
refers to whether the standards
create an appropriate balance among:
 conceptual understanding
 procedural skill
 problem solving with an emphasis on
application and modeling
Percent of Content
2001 MCPS Curriculum
Number
Algebra
Geometry
Measurement
Statistics
Math Math Math Math Math Math Math Math Alg.
K
1
2
3
4
5
6
7
Prep
Probability
Percent of Content
Final Common Core Standards
Math Math Math Math Math Math Math Math Math
K
1
2
3
4
5
6
7
8
Number
Algebra
Geometry
Measurement
Statistics
Probability
 The CCSS recommend that elementary
schools focus on building a strong
foundation in number concepts – before
accelerating into advanced math.
 MCPS Math teachers in advanced level
courses in middle school and high
school have requested a stronger
foundation in number concepts for ALL
students, even the most advanced.
Going Deep in Mathematics
2001 Curriculum and CCSS
Comprehending
Concepts, Operations,
& Relations
Understanding
Seeing math as
sensible, useful, and
doable
Carrying out
procedures
Computing
Engaging
Applying
Reasoning
Formulating and solving mathematical problems
Using logic to explain a solution
1½ ÷ ½ =
a.
b.
c.
d.
½
¾
3
1
Write this problem
as a question
using words and not
symbols.
3
2

3
2
1
How many halves are in
one and one half?
1½ ÷ ½ = 3
Describe a situation
requiring use of this
concept.
You have a yard and
a half of ribbon to
make bows. Each
bow requires ½ yard.
How many bows can
you make?
Complete the number sentence with <, >, or =
352 <
360
114 >
113
When might we need to compare three digit
numbers?
Which type of milk will give you the most energy per
serving?
Reduced Fat Milk Chocolate Milk
Milk
Whole Milk
Fat Free
Jonathan
What Makes The 2.0 Foundation Stronger?
MCPS 2001 Curriculum
Framework
2.0/
Internationally-driven standards
“Spiral” Curriculum – concepts
introduced and mastered over several
grade levels
Concept introduced and mastered in one
grade level
Grade level standards not sufficiently
challenging for most students
Many standards are “pulled down” from upper
grades.
Language of standards was general and
not specific – resulting in teaching to
test.
Fewer, higher, clearer standards provide
direction for teaching and learning – not
testing.
Curriculum developed independently of
all other subjects
Curriculum integrated with other content
areas and thinking and academic skills
Comparing Standards on One Topic in Grade 2:
Using Place Value to Add and Subtract
MCPS 2001 Curriculum
• Add and subtract two- and
three-digit numbers using
alternative strategies.
• Add two- and three-digit
numbers with regrouping.
• Subtract two-and three-digit
numbers with regrouping. *
• Model and use the identity and
commutative properties for
addition…to solve problems. *
* From a higher grade level
2.0 / Internationally-driven standards
• Add and subtract within 1000, 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. Understand that in adding or
subtracting three digit numbers, one adds or subtracts
hundreds and hundreds, tens and tens, ones and ones;
and sometimes it is necessary to compose or
decompose tens or hundreds.
• Mentally add 10 or 100 to a given number 100–900, and
mentally subtract 10 or 100 from a given number 100–
900.
• Explain why addition and subtraction strategies work,
using place value and the properties of operations.
Enriched and Accelerated Instruction in Elementary Math
All Students – In the grade level 2.0 / CCSS Curriculum
• Grade level
expectations are at a
higher level
• Fewer topics per
grade level
• Enrichment–mastery
of the 5 UCARE
strands requires
greater depth for all
students
Many Students – who consistently
master all five
- Who consistently
UCARE strands
demonstrate
strong
for a topic
mastery in all five
strands for an indicator
• Additional Enrichment
• MCPS Acceleration in mastered
topics
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Maryland State Department of Education
(MSDE) is part of the Partnership for
Assessment of Readiness for College and
Careers (PARCC)
http://www.parcconline.org/samples/mathe
matics/grade-3-mathematics-field
Where can I learn more?
http://www.montgomeryschoolsmd.org/curriculum/2.0/
 Definitions and examples of Thinking and Academic Success Skills
 Parent Guides for the content in each grade level – K-3 (what will
my student learn?)
 Video examples of integration
 Video on Math changes
 Share your feedback with MCPS
 Detailed curriculum framework (philosophy, research, content
area learning objectives)
http://www.mdk12.org/parents/index.html
Perspective – What are the points of view?
Headline!
If you were to write a headline
today to tell about tonight’s
meeting, what would it be?