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Math in Focus: Common Core State Standards "Alignment Guide"

Math in Focus: Common Core State Standards "Alignment Guide"

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Published by singapore_math
Singapore Math: Math in Focus™ and the Common Core Standards Draft Alignment Guide Grades K to 5
Core Standards Draft The Common Core State Standards for Mathematics is an initiative towards more focused grade level standards.
Singapore Math: Math in Focus™ and the Common Core Standards Draft Alignment Guide Grades K to 5
Core Standards Draft The Common Core State Standards for Mathematics is an initiative towards more focused grade level standards.

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Published by: singapore_math on Sep 06, 2010
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Singapore Math:
Math in Focus 
and the Common CoreStandards Draft Alignment Guide
Grades K to 5 Chapter Overview and Outline to Core Standards Draft
The Common Core State Standards or Mathematics is an initiative towards moreocused grade level standards.The research base used to guide the core standards drat noted conclusions romTIMSS, where Singapore has been a top scoring nation or 15 years. Apparent inthe TIMSS and other studies o high-perorming countries are a more coherentand ocused curriculum.The ollowing is a guide identiying the critical chapters o
Math in Focus—
theU.S. Edition o Singapore’s most widely-used program,
My Pals are Here! Maths 
 —and their alignment to the March 9, 2010 public drat o the Common CoreStandards or Mathematics. The grade level standards overviews rom the publicdrat are cited along with the key chapters rom
Math in Focus 
that correspond tothese topics and concepts.
Math in Focus 
Grade K
The key ideas in the Common Core Standards are to read and write numbers,compare, and understand situations that involve putting together and takingapart numbers as well as recognizing the geometric world we live in. Allo these are central to
Math in Focus.
Every topic listed in the standards iscovered, including composing and decomposing numbers, comparing, andsorting. The addition and subtraction stories and equations are at the end o
Math in Focus 
so it will be important to make sure teachers complete the book.
Critical chapters: All
Common Core State Standards or Mathematics Drat: www.corestandards.org
© Copyright 2009 National Governors Association and Council o Chie State School Ofcers.
Mathematics | Kindergarten
In Kindergarten, instructional time should focus on two critical areas: (1) representing,comparing and ordering whole numbers and joining and separating sets; (2) describing shapesand space. More learning time in Kindergarten should be devoted to number than to other topics.(1) Students use numbers, including written numerals, to represent quantities and to solvequantitative problems, such as counting objects in a set; creating a set with a given number of objects; comparing and ordering sets or numerals; and modeling simple joining and separatingsituations with objects. They choose, combine, and apply effective strategies for answeringquantitative questions, including quickly recognizing the cardinalities of small sets of objects,counting and producing sets of given sizes, counting the number of objects in combined sets, orcounting the number of objects that remain in a set after some are taken away.(2) Students describe their physical world using geometric ideas (e.g., shape, orientation,spatial relations) and vocabulary. They identify, name, and describe basic shapes, such as squares,triangles, circles, rectangles, (regular) hexagons, and (isosceles) trapezoids, presented in a varietyof ways (e.g., with different sizes or orientations), as well as three-dimensional shapes such asspheres, cubes, and cylinders. They use basic shapes and spatial reasoning to model objects intheir environment and to construct more complex shapes.
Mathematics | Grade 1
Math in Focus 
Grade 1
There is a direct correlation between these topics and
Math in Focus.
Everydetail matches up, especially the ocus on numbers. There are minor detailssuch as use o greater and lesser symbols and ractions that are not in
Math in Focus.
But the big our topics—adding and subtracting whole numbers,place value and comparing numbers to 100, meaning o measurement, andcomposing and decomposing shapes—are covered completely and thoroughly.There are a ew areas where
Math in Focus 
goes urther than the CoreStandards Drat. While the standards call or strategies and practice withaddition and subtraction acts to 20,
Math in Focus 
expects mastery.Students work with hundreds, as well as tens and ones.
Critical chapters: 2, 3, 4, 5, 7, 8, 9, 12, 13, 14, 15, 16, 17
In Grade 1, instructional time should focus on four critical areas: (1) developing understanding of addition, subtraction, and strategies for additions and subtractions within 20; (2) developing understandingof whole number relationships, including grouping in tens and ones, (3) developing understanding of linearmeasurement and measuring lengths, and (4) composing and decomposing geometric shapes.(1) Students develop strategies for adding and subtracting whole numbers based on their prior workwith small numbers. They use a variety of models, including discrete objects and length-based models (e.g.,cubes connected to form lengths), to model “put together/take apart,” “add to,” “take from,” and “compare”situations to develop meaning for the operations of addition and subtraction, and to develop strategies tosolve arithmetic problems with these operations. Students understand connections between counting andaddition and subtraction (i.e., adding two is the same as counting on two). They use properties of addition(commutativity and associativity) to add whole numbers and to create and use increasingly sophisticatedstrategies based on these properties (e.g., “making tens”) to solve addition and subtraction problems within 20.By comparing a variety of solution strategies, children build their understanding of the inverse relationshipbetween addition and subtraction.(2) Students compare and order whole numbers (at least to 100), to develop understanding of and solveproblems involving their relative sizes. They think of whole numbers between 10 and 100 in terms of tens andones (especially recognizing the numbers 11 to 19 as composed of a ten and some ones). They understand thesequential order of the counting numbers and their relative magnitudes through activities such as representingnumbers on paths of numbered things.(3) Students develop an understanding of the meaning and processes of measurement, includingunderlying concepts such as partitioning (the mental activity of decomposing the length of an object intoequal-sized units) and transitivity (e.g., in terms of length, if object A is longer than object B and object B islonger than object C, then object A is longer than object C). They understand linear measure as an iteration of units, and use rulers and other measurement tools with that understanding.
together to make a rhombus), building understanding of part-whole relationships as well as the properties
different perspectives and orientations, describe their geometric attributes, and determine how they are alikeand different, to develop the background for measurement and for initial understandings of properties such ascongruence and symmetry.
Common Core State Standards or Mathematics Drat: www.corestandards.org
© Copyright 2009 National Governors Association and Council o Chie State School Ofcers.
Mathematics | Grade 2
Math in Focus 
Grade 2
Grade 2 also matches up exceedingly well with the Core Standards Drat.Number is especially well covered, including both the standard algorithm andthe mental strategies. The properties and application o addition and subtractionmatch up exceedingly well. There are minor details such as time duration andthe inclusion o rhombuses that are missing in
Math in Focus,
but the big ideasin measurement—use o metric and customary units to measure length, andrecognition o plane fgures—are covered.There are a ew topics in which
Math in Focus 
goes urther than the standards.As stated previously,
Math in Focus 
expects mastery o basic additionand subtraction acts to 20 in frst grade. Also,
Math in Focus 
introducesmultiplication and division, and the learning o certain acts in second grade,while the standards ask or this in third grade.
Critical chapters: 1, 2, 3, 4, 7, 11, 12, 13, 14, 17, 19
In Grade 2, instructional time should focus on three critical areas: (1) developing understanding of base-
additions and subtractions within 20
addition and subtraction; and (3) describing and analyzing shapes.(1) Students develop an understanding of the base-ten system (at least to 1000). Their understanding
tens, and ones, as well as number relationships, including comparing and ordering. They understand multi-digit numbers (up to 1000) written in base-ten notation, recognizing that the digits in each place representthousands, hundreds, tens, or ones (e.g., 853 is 8 hundreds + 5 tens + 3 ones).
additions and subtractions within20. They solve arithmetic problems by applying their understanding of models for addition and subtraction(such as combining or separating sets or using number lines that begin with zero), relationships and properties
methods to compute sums and differences of two-digit whole numbers. They select and accurately applymethods that are appropriate for the context and the numbers involved to mentally calculate sums and
subtracting whole numbers; understand and explain why the procedures work based on their understanding of base-ten notation and properties of operations; and use them to solve problems.(3) Students describe and analyze shapes by examining their sides and angles. Students investigate,describe, and reason about decomposing and combining shapes to make other shapes. Through building,drawing, and analyzing two- and three-dimensional shapes, students develop a foundation for understandingattributes of two- and three-dimensional space such as area and volume, and properties such as congruenceand symmetry that they will learn about in later grades.
Common Core State Standards or Mathematics Drat: www.corestandards.org
© Copyright 2009 National Governors Association and Council o Chie State School Ofcers.

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