Park City Mathematics Institute
SSTP Summer 2013 Working Group
Elementary

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Working Groups
Lesson Study
Curvature Group
Elementary
    Place Value K-2
    Whole Number Multiplication
    Fractions
Middle School
    Functions
    Geometry
    Modeling
    Ratio & Proportional Rel.
    Statistics & Probability
High School
    CalcReady
    Geometry
    Mathematical Practices
    Parental Communication
    Statistics
    Algebra
    Tasks Design
    Modeling

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E-table - Las Cruces, NM

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Forms, Templates, Guidelines

The Elementary c-TAP PCMI group is creating 3 modules for professional development for teachers to help them understand and implement the Common Core State Standards for Mathematics. We have one module focused on developing the basic understanding of fractions, including definitions, equivalence and application on a number line and in real-world situations. Another module addresses the foundations for the structure of our Place Value System, including seeing ten ones as a ten unit and richer understanding of the relationships between the place values. Our third module addresses the multiplicative structure that forms the foundation for proportional thinking. These modules will be added to four others that were created last year. States and districts throughout the nation can select from these seven modules to request this professional development on the Common Core State Standards for Mathematics.

Working group roster

Group topics:
    Place Value K-2
    Whole Number Multiplication
    Fractions

Module Abstracts

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PCMI@MathForum Home || IAS/PCMI Home
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© 2001 - 2013 Park City Mathematics Institute
IAS/Park City Mathematics Institute is an outreach program of the School of Mathematics
at the Institute for Advanced Study, Einstein Drive, Princeton, NJ 08540

Send questions or comments to: Suzanne Alejandre and Jim King

With program support provided by Math for America

This material is based upon work supported by the National Science Foundation under Grant No. 0314808.
Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.