How Well Do You Know Your Math Standards?

How well do you know your grade level mathematics standards? I know that question may sting a bit. You may have been teaching the same grade for years and could answer with, “Yes, I know my standards. I’ve been teaching in the same grade forever.” You might however, be a new teacher or new to a grade level and are doing the best with what you know. In any case, it is a question we should all be asking ourselves and reflecting on the true understanding and the depth of our standards. 

When the Common Core State Standards (CCSS) came out, at the elementary level we focused our professional development around the Standards for Mathematical Practice and didn’t dig in deep to grade level content standards. This left teachers to investigate and interpret them on their own or perhaps with a team or coach. Over time, discrepancies in teaching the standards have come to light. This isn’t to say that we’ve been doing things all wrong. The standards are complex.  I’ve experienced in reading many of them that I know what they mean, but when digging in though, I find that the CCSS are meaning a different interpretation of what I thought. It’s time to calibrate around our standards so that all students are receiving instruction at the level they warrant.

As a review, the CCSS were designed based on research and collaboration and include three key shifts: 

1. Focus: grade levels focus on fewer topics
2. Coherence: intentionally progressing domains across grade levels
3. Rigor: conceptual understanding, procedural skills and fluency, and application

For each of the grade levels, there are critical areas which are highlighted in the introduction section on the standards. This section explains the importance of focusing most of the instructional time in these areas. To follow, underneath each domain, each standard is stated. Some provide examples as to what the standard really means and some do not. It’s understandable that some standards can be confusing. For example, a third grade standard states, “Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.” (CCSS, 2019). This may lead one to believe that the standard algorithms for addition and subtraction should be taught in third grade. This is not the case (unless select students have demonstrated that they are ready). In fact, here is what the 4th grade standard states, “Fluently add and subtract multi-digit whole numbers using the standard algorithm.” (CCSS, 2019). The standard algorithms should be taught at the universal level in fourth grade. 

In order to fully understand our standards in what they mean, strategies to teach, models to use and common misconceptions, I would suggest taking a look at Kansas Mathematics Flip Books. This is an excellent resource that provides a clear understanding of what teachers and students are doing with the math practice standards. It also includes more details about what each standard means as well as strategies appropriate for your grade level and different models to use. One of the things I like the most is that the flip book gives ideas of common student misconceptions that you may encounter. That is so powerful when planning! It is a lengthy document, however, it is very valuable. You will find that there are links to activities as well. I encourage you to check it out and soon you will want to bookmark it!

Understanding our standards to the depth that we are expected to can feel daunting because there are many of them. Start small, one standard at a time. What are you teaching next week? Pick a standard from your lesson plans and just dive in. You deserve it and so do our students!

Works Cited:

Common Core State Standards Initiative. (2019). Retrieved from http://www.corestandards.org/Math/

Kansas CAN: Kansas Mathematics Standards. (2018). Retrieved from https://community.ksde.org/Default.aspx?tabid=5646