2021 Mathematics Standards:
High Level Changes, K-8
Visit www.dpi.wi.gov/math to access standards.
Land Acknowledgement
Learning Facilitators:
Continuing to Share Our Stories
"As you venture into exploring how your own strengths can empower you to identify your own capabilities and, in turn, find strengths in your students, your proficiency as a change agent emerges" (Kobett and Karp 2020, 35).
2021 Mathematics Standards Series
Webinar 1: Introduction to Wisconsin 2021 Standards for Mathematics
Webinar 2: High-Level Changes in the Standards - Part 1 (Grades K-8)
Webinar 3 : High-Level Changes in the Standards - Part 2 (High School)
Webinar 4: Aligning Curriculum to the 2021 Standards
Webinar 5: Supporting the 2021 Standards in the WI Mathematics Community
Webinar Series Objectives
How to Use this Learning Resource
Foundations of the work:
Collaboration is key
Form a team that includes grade-level teachers, district mathematics specialist, educators with specific expertise about particular student groups, math coach, and C&I director
Webinar 2 Outcomes
Norms for Collaboration
Equity is central to the work
Boundaries for this Learning
This learning does: | This learning does not: |
Overview revisions to the standards in terms of big ideas | Examine changes in the standards word-by-word |
Emphasize learning and planning for action | Ask you to change what happens in your classroom tomorrow |
Meaningful Revisions
There’s been a slight change in plans.
OR
Revisiting: WI Vision for Mathematics
vision
Reflection: WI Vision
Question:
5 Shifts
Broader Definition:
What does it mean to know and do math?
Explicit Inclusion of Subitizing
Knowing how many without counting.
Perceptual Subitizing
Conceptual Subitizing
Subitizing: Moving Beyond Counting by Ones
multiplicative thinking
Subitizing in the Standards
M.K.CC.B.5 | Perceptual subitizing up to 5 |
M.K.OA.A.3 | When composing and decomposing within 10, subitize objects anchored to 5 |
M.1.OA.C.5 | When adding and subtracting within 20, use conceptual subitizing |
Recording Thinking in Kindergarten
2010
Record with a drawing
or equation
2021
Record with a drawing or numbers
Estimation Strategies
2010 Rounding Standards
2021 Additional Estimating Standards
Strategies:
Standard Algorithm
2010
Using the standard algorithm:
Grade 4 NBT: Add and subtract multi-digit whole numbers
Grade 5 NBT: Multiply multi-digit whole numbers
Grade 6 NS: Divide multi-digit whole numbers
Grade 6 NS: Add, subtract, multiply, and divide multi-digit decimals
Grade 4 NBT: Add and subtract multi-digit whole numbers using strategies or algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
Grade 5 NBT: Multiply multi-digit whole numbers using strategies or algorithms based on place value, area models, and the properties of operations.
Grade 6 NS: Divide multi-digit whole numbers using strategies or algorithms based on place value, area models, and the properties of operations.
Grade 6 NS: Divide multi-digit decimals using strategies or algorithms based on place value, area models, and the properties of operations.
2021
Grade 4: Like and Related Denominators
Like Denominators | 3/8 + 2/8 | 2010 Grade 4 2021 Grade 4 |
Related Denominators | 1/2 +1/4 | 2010 Grade 5 2021 Grade 4 |
Unlike Denominators | 3/4 +5/6 | 2010 Grade 5 2021 Grade 5 |
Reflection: Broader Definition
Question:
Clarity
Multiple Ideas Within One Standard
M.1.OA.C.6 Use multiple strategies to add and subtract within 20.
1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14) ; decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Unit Fractions
M.3.NF.A.1 Understand a unit fraction as the quantity formed when a whole is partitioned into equal parts and explain that a unit fraction is one of those parts (e.g., 1/4).
Understand fractions are composed of unit fractions, for example, 7/4 is the quantity formed by 7 parts of the size 1/4.
3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
2/5 x 3 OR 3 x 2/5 ?
M.4.NF.B.4 Apply and extend previous understandings of multiplication to multiply a whole number times a fraction.
4.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.
Fluency Means...
“Flexibly and efficiently add and subtract within 20.”
2021 Addition and Subtraction
Same meaning, new language.
M.K.OA.A.5 | Flexibly and efficiently add and subtract within 5... |
M.1.OA.C.6 | Flexibly and efficiently add and subtract within 10... |
M.2.OA.B.2 | Flexibly and efficiently add and subtract within 20... |
M.2.NBT.B.5 | Flexibly and efficiently add and subtract within 100... |
M.3.NBT.A.2 | Flexibly and efficiently add and subtract within 1000... |
M.4.NBT.B.4 | Flexibly and efficiently add and subtract multi-digit whole numbers |
Multiplication and Division
3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
M.3.OA.C.6 Use multiplicative thinking to multiply and divide within 100.
M.4.OA.D.6 Flexibly and efficiently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations [e.g., knowing that 7 x 6 can be thought of as 7 groups of 6 so one could think 5 groups of 6 is 30 and 2 more groups of 6 is 12 and 30 + 12 = 42 (informal use of the distributive property)].
Final Fluency Progression
M.5.NBT.B.5 | Flexibly and efficiently multiply multi-digit whole numbers... |
M.6.NS.B.2 | Flexibly and efficiently divide multi-digit whole numbers... |
M.6.NS.B.3 | Flexibly and efficiently add, subtract, multiply, and divide multi-digit decimals... |
M.7.EE.B.4 | Flexibly and efficiently apply the properties of operations and equality to solve equations of the form px + q = r and p(x + q) = r... |
Omissions
1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations
8 + ? = 11, 5 = _ - 3, 6 + 6 = _.
3.OA.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?
Already in standards M.1.OA.A.1
and M.3.OA.A.3
Reflection: Clarity
Task/Question(s):
From Maria Hernandez Modeling Webinar 5.5.21�North Carolina School of Science and Mathematics
Mathematical Modeling:
An Iterative Process
Adapted from Ontario Curriculum and Resources, 2020
K-8 Process
Mathematical Modeling vs. Mathematical Model
Mathematical Modeling: An iterative and interconnected process of using mathematics to represent, analyze, make predictions (future), and provide insight (past or present) into real-life situations.
Mathematical Model: A representation of a problem, situation, or system using mathematical concepts. For example, a number line is a model to show the order and magnitude of numbers.
Mathematical Modeling:
An Iterative Process
Adapted from Ontario Curriculum and Resources, 2020
K-8 Process High School Process
Wasn’t Modeling Already in the Standards?
2010 Standards
2021 Standards
Mathematical Modeling
“...one of the most important uses of modeling in the classroom is for the experience of creating a model all one’s own” (Godbold, Malkevitch, Teague, and van der Kooij 2016, 54).
A K-12 Progression
Reflection: Mathematical Modeling
Question(s):
Appendix 1: Tables
Appendix 2: Glossary
“Children build their own “working definitions” based on their initial experiences … the concepts will become more precise, and the vocabulary with which we name the concepts will, accordingly, carry more precise meanings. Formal definitions generally come last” (Education Development Center 2020).
2010 - 2021 Comparison
2010 - 2021 Comparison
Learning with Colleagues
Copy these slides and notes. Modify to meet local needs.
Ongoing Learning
Webinar 1: Introduction
Webinar 2: High-Level Changes - K-8
Webinar 3: High-Level Changes - HS
Webinar 4: Aligning Curriculum
Webinar 5: Support - Our Community
Virtual Office Hours
4:00 - 5:00 PM
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Contact Information
Julie Bormett, Mathematics Consultant
julie.bormett@dpi.wi.gov | 608-266-7921
Mary Mooney, Mathematics Consultant
mary.mooney@dpi.wi.gov | 608-266-9368