· CCGPS Mathematics Grades K-5
· CCGPS Mathematics Glossary
Third grade teachers working on unit revisions at GaDOE (June 2013)
2013-2014 CCGPS Mathematics Unit Frameworks
Teacher and Student Editions of the 2013-2014 CCGPS Mathematics Unit Frameworks were posted on July 1, 2013, to GeorgiaStandards.Org and Learning Village. These unit frameworks reflect the thoughtful collaboration and dedication of mathematics teachers, coaches, and supervisors from across the state of Georgia. Please refer to the release date of July 1, 2013, on the footer of the documents to insure you have accessed the most recent version.
K-5 CCGPS Mathematics Overview
The K-5 standards are organized using domains, overarching ideas that connect topics across the grades, clusters that illustrate progression of increasing complexity from grade to grade and standards which define what students should know and be able to do at each grade level. These standards include skills and knowledge – what students need to know and be able to do, as well as mathematical practices – habits of mind that students should develop to foster mathematical understanding and expertise.
The K-5 standards are organized in the following domains: counting and cardinality; operations and algebraic thinking; number and operations in base ten; number and operations – fractions; measurement and data; and geometry. The domains vary by grade-level as appropriate; counting and cardinality is a key domain in kindergarten, while number and operations – fractions is introduced in third grade.
The grade-by-grade K-5 standards provide students with a solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions and decimals—which taken together provide students with a strong foundation for learning and applying more demanding math concepts and procedures, and for moving into robust applications.
The K-5 standards provide guidance to teachers on how to navigate their way through knotty topics such as fractions, decimals, and geometry, and do so by maintaining a continuous progression from grade to grade. Today’s best state standards as well as international models, education research, and the insights of professional mathematicians informed these grade-by-grade progressions.
By drawing on the best lessons from high-performing countries, the standards provide the foundation for redesigning and focusing the math curriculum—in an attempt to move away from the “mile wide and inch deep” curricula currently in place throughout the U.S.
The focus in the K-5 standards is comparable to that seen in high-performing countries. It allows students time to master topics by developing procedural fluency as well as conceptual understanding— rather than the current practices by which many students learn enough to get by on the next test, but forget it shortly thereafter, only to review again the following year.