The Common Core Mathematics Standards were developed using research-based learning progressions detailing what is known today about how students' mathematical knowledge, skill, and understanding develop over time. The knowledge and skills students need to be prepared for mathematics in college, career, and life are woven throughout the mathematics standards. While your state my adhere to different academic standard sets, this assignment will prepare you to navigate various math standards. Unpacking and understanding the mathematical standards is key to educator and student success. When teachers feel knowledgeable about the expectations of the standards, they are better able to lead students to strong learning outcomes. Unpacking the standards involves looking at the vocabulary and observing the connections between all parts of each standard to understand how they work together to deepen students' understanding and skills.

Complete the "Unpacking the Mathematics Standards" template by choosing three standards from three different domains, including at least one from the domain of Number and Operations. In this template you will include the following:

• The standard, including the full verbiage of the standard.
• The verbs listed in the standard (these are often used in objectives aligned to the standard).
• The nouns listed in the standard (these often become vocabulary words for a unit).
• The skills required to master the standard. Some skills are explicitly stated in the standard, and some are implicit such as prior knowledge skills.
• Three possible learning objectives for each standard.
• An example math problem and two strategies students can use to demonstrate their knowledge and skills in mathematics.

After unpacking the standards, write a 250-500 word reflection about the process. What did you learn about the mathematics standards? According to Common Core, before the mathematics standards were published, U.S. math curricula tended to be "an inch deep and a mile wide." Under Common Core, the mantra for math is "depth, not breadth." Explain your understanding of this new mantra and how this shift has changed what happens in classrooms during mathematics instruction.

Unpacking the Mathematics Standards

Domain: Number and Operations in Base 10
Standard Choose a standard	Verbs Identify the verbs	Nouns Identify the nouns	Skills Necessary Identify the skills needed to master this standard (these will become your lesson objectives within a unit plan)
3.NBT.A.2. Fluently add and subtract within 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.	Add Subtract Using strategies Using algorithms	1,000 Strategies Algorithms Place value Properties of operations Relationship Addition Subtraction	Count to 1,000 Fluently add and subtract within 1,000 Use place value strategies to add and subtract Know and use properties of operations (commutative, associative, distributive) to add and subtract Understand and use the relationship between addition and subtraction to add and subtract Use various other strategies to add and subtract (models, manipulatives, number lines, etc.) Use algorithms to add and subtract
Objectives: Students will be able to use a place value mat with thousands, hundreds, tens, and ones to explain their answers to addition and subtraction problems. Students will be able to explain how to use the associative property to add and subtract. Students will be able to solve addition and subtraction problems using a number line and the standard algorithm.
Math Problem: 473 + 125 = ?	Strategy 1: Base 10 Place Value Blocks Video Link: https://www.youtube.com/watch?v=nGo5WtnSj_I Description: Using base 10 blocks, break 473 down into 4 hundreds (400), 7 tens (70), and 3 ones (3). Do the same for 125: one hundred (100), 2 tens (20), and 5 ones (5). To add, combine the ones with ones, tens with tens, and hundreds with hundreds. So 3 ones plus 5 ones equals 8 ones (8). 7 tens plus 2 tens equals 9 tens (90). 4 hundreds plus 1 hundred equals 5 hundreds (500). Therefore, 473 + 125 = 598.	Strategy 2: A Number Line Video Link: https://www.youtube.com/watch?v=16805dWc36A Description: An open number line can help us count up by hundreds, tens, and ones. Start on the number line with 473, then hop up by hundreds (100), tens (20), and then ones (5). So 473 plus 100 equals 573, then 573 plus 20 equals 593, and finally 593 plus 5 equals 598.
Real Scenario/Connection to Standard: Students may encounter the need to add larger numbers quickly and efficiently while grocery shopping. For example, they could want to figure out how many carrots they will need to make multiple batches of carrot cake for a party. In this case, they can use the idea of base ten blocks or a number line to be able to quickly and fluently add large numbers while at the grocery store.

Domain:
Standard Choose a standard	Verbs Identify the verbs	Nouns Identify the nouns	Skills Necessary Identify the skills needed to master this standard (these will become your lesson objectives within a unit plan)
Objectives:
Math Problem:	Strategy 1: Video Link: Description:	Strategy 2: Video Link: Description:
Real Scenario/Connection to Standard:

Domain:
Standard Choose a standard	Verbs Identify the verbs	Nouns Identify the nouns	Skills Necessary Identify the skills needed to master this standard (these will become your lesson objectives within a unit plan)
Objectives:
Math Problem:	Strategy 1: Video Link: Description:	Strategy 2: Video Link: Description:
Real Scenario/Connection to Standard:

Domain:
Standard Choose a standard	Verbs Identify the verbs	Nouns Identify the nouns	Skills Necessary Identify the skills needed to master this standard (these will become your lesson objectives within a unit plan)
Objectives:
Math Problem:	Strategy 1: Video Link: Description:	Strategy 2: Video Link: Description:
Real Scenario/Connection to Standard:

Reflection