youblisher.com-1259705-LA_Math_State_Standards_Parent_Resource_Grades_K_2

Louisiana
Parent Resource
Grades

Where U.S. Students Rank Globally
The United States Ranks:
• 17 th In Reading Literacy
• 21 st In Science
• 26 th In Math
U.S. Chamber of Commerce Foundation 2014
17 TH 21 ST 26 TH
IN READING
LITERACY
IN SCIENCE
IN MATH
Based on 2013 International PISA results

Louisiana
Parent Resource
Grades K – 2
www.cdl.org
Special thanks to the following partners:

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Center for Development and Learning

Introduction
This guide provides an overview of what your child will learn by the end
of kindergarten, 1st, and 2nd grade in Math. It focuses on key skills
that will build a strong basis for success in college, the workplace,
and everyday life. These K-12 standards were informed by Louisiana
teachers, university professors, and other education experts. If your son
or daughter is meeting the expectations outlined in these standards, he or
she will be well prepared for the next grade.
Why are high academic standards important?
All parents want their children to be able to pursue their dreams –
whatever they may be. A great education starts with high standards. A
high level of academic rigor in our academic standards is necessary to
ensure that students are learning up-to-date content that is important for
their futures. Understanding what those standards are will help parents to
ensure their children are receiving the best education possible.
Of course, high standards are not the only things needed for children’s
success, but they provide an important
first step — a clear, consistent roadmap
for learning. They also help your child
develop real-world critical thinking skills
needed for college and the workforce.
How can I help my child?
You should use this guide in two main
ways: (1) as a tool to help students at
home, and (2) as a resource to help
build a relationship with teachers.
This Guide Includes:
• An overview of some
of the key things your
child should be learning
in Math from kindergarten
through 2nd grade
• Ideas to help your child
learn at home
Talk to teachers regularly about how your
son or daughter is doing so that you can
work together to address any issues.
Parents are children’s first teachers.
At home, you can play a big part in
setting high expectations and supporting
students in meeting them.
• Topics of discussion for
talking to your child’s
teacher about his or her
academic progress
Math Parent Resource Guide K–2 | 3 |

About the CDL
Founded in 1992, the Center for Development
and Learning (CDL) is a results-driven Louisianabased
501(c)(3) nonprofit organization. CDL’s
programs and services fall into three major
areas: (1) evidence-based professional learning
for educators; (2) direct services to students; and
(3) public engagement of stakeholders at all
levels. We aim to increase student learning.
CDL specializes in providing educators with
professional learning that is specific and relevant
to the needs of teachers and their students. We
have particular expertise in effective leadership
practices, evidence-based teaching strategies
and tactics, early childhood best practices,
literacy, and learning differences.
With an on-the-ground, in-the-trenches approach,
we tackle real-time issues such as ways to
remediate struggling readers and writers,
differentiating instruction, structuring collaborative
classroom environments, building leadership
capacity, and developing and sustaining
collective capacity.
© 2015 The Center for Development and Learning
Editor: Keisha Dubuclet
Graphic Designer: Lauren Richardson
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Center for Development and Learning

Table of Contents
Common Questions about Louisiana State Standards . . . . . . . . . . . . . 6
Overview of Math Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Standards for Mathematical Practice . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Standards for Mathematical Content . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Kindergarten . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
First Grade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Second Grade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Problem Solving in Math . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Kindergarten Examples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
First Grade Examples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Second Grade Examples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Special Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
How to Support your Child . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Math Parent Resource Guide K–2
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Common Questions about
Louisiana State Standards
Q:
A:
What are the Louisiana State Standards?
The Louisiana State Standards are learning goals that are
designed to prepare our students for college and career
success. Standards are not the same as a curriculum.
Teachers can still decide how to get kids to the goal.
Q:
A:
Why do we need rigorous standards?
Louisiana is 3rd from the bottom in education compared to the
rest of the country. More rigorous standards will help give all
Louisiana students a higher quality education so they can be
successful in today’s economy.
Q:
A:
Who developed the standards?
Louisiana has always had standards. State law requires
a review of academic standards every seven years. In
2010, higher standards were adopted to ensure Louisiana
students could compete with those from other states. The
standards are informed by Louisiana teachers, university
professors, and independent education experts. Parents,
business leaders, and other stakeholders have the
opportunity to provide feedback.
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Center for Development and Learning

Q: How will high standards
From Failing to
affect student grades
Fantastic: Winning the
and school performance
Education Game
scores (SPS)?
A:
Some are concerned that
school test scores and letter
grades will drop. A drop in
scores is expected at first
because previous standards
were not accurate indicators of
college and career-readiness.
State changes to school and
teacher evaluations have been
made that will give students
and schools time to adjust.
In football, the
goal is to get
a touchdown;
it’s up to the
coach to
choose plays
that will get
the ball in the
end zone.
Standards set the goal; it’s up to
the teacher to choose plays to
help kids win.
Q:
A:
How will higher standards affect me as a parent?
As a parent, you may notice your child’s classwork and
homework becoming harder. You may also see a slight drop
in grades. While it may be uncomfortable and scary, this is
normal because schoolwork and tests are more challenging.
Keep in mind that now your kids are getting the high quality
education they deserve but weren’t getting before.
Q:
A:
How will higher standards affect students?
Having high standards will require students to learn and apply
more demanding concepts and procedures, resulting in deeper
levels of understanding. Rather than simply memorizing,
students will critically think through information and apply what
they learn to solve real-world problems and situations.
Math Parent Resource Guide K–2 | 7 |

Q:
A:
What do the Standards mean for students with
disabilities and English Language Learners?
Because all children deserve a high quality education, there
are no separate or different standards for children with
special needs. However, the law requires that students with
disabilities be provided a range of supports for classroom
learning and testing. More information and resources are
included in this book.
Q:
A:
Will students still take the LEAP test?
Students in grades 3-11 will take a more rigorous test for ELA
and Math, with questions aligned to the higher standards.
The LEAP will still be given for Social Studies and Science.
Students in the 12th grade will take the ACT.
Compared to other states in the
country, Louisiana ranks 2nd from
the bottom in Math. Only
Mississippi is lower than
Louisiana.
– The National Assessment of
Educational Progress, 2013
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Center for Development and Learning

Why Now?
• Student mobility,
military families
• Too many different
standards across
states
• Global competition
• Today’s jobs require
different skills
Q:
A:
What do the Louisiana
State Standards look
like in the classroom?
The standards are not
curriculum. Schools and
teachers will still make
decisions about how to
teach their students and
meet their needs.
Q:
A:
What are the benefits of high standards?
High standards will help to ensure that all students, no matter
where they live, are prepared for success in college and
the workforce. High standards also make sure your child
can compete with other students if you decide to move to
another city or state. Our students will learn more real-world
knowledge and think more critically, so that we in Louisiana
will be able to compete successfully in the 21st century,
allowing our economy to remain strong.
Math Parent Resource Guide K–2
| 9 |

Overview of Math Standards
The way students have been taught math in the past simply does not
prepare them to compete with their peers from other states and nations.
It’s not enough to simply memorize multiplication tables - students need
to understand and explain how and why 2 x 2 = 4.
It’s not enough to just calculate numbers - students need to be able to
connect mathematical concepts and apply those concepts to practical,
real-world situations.
Students need to be able to solve problems through reasoning, explain
and show proof of their reasoning, and apply math concepts to practical
situations, such as determining a sale price, planning a road trip, following
a recipe, making a budget, decorating a house, or even watching a
football game.
The purpose of the Standards is to help students develop a mathematical
mindset, see math in the world around them, and become
problem-solvers.
Nearly 100% of Louisiana’s graduating
class (49,178) took the 2014 ACT
Only 27% of LA students met
the ACT Math benchmark with
an average score of 18.9
22
Math benchmark score based on a
scale of 1 to 36
Nationally, 43% met Math benchmark with an average ACT score of 18.9
| # 10 | |
Center for Development and Learning

The Standards consist of eight (8) key practices that provide the foundation for
further mathematical learning and everyday problem solving. Regardless of
the grade level or content area, these Standards for Mathematical Practice are
a guide to good math instruction.
The Standards for Mathematical Content describe specific skills that students
need to know in various content areas. Students in kindergarten through 2nd
grade will learn skills in the following content areas:
Counting & Cardinality
Number & Operations in Base Ten
Operations & Algebraic Thinking
Measurement & Data
Geometry
MATH Standards
For students to be college and career ready, they need to be able to apply
math to solve real-world problems and to connect general math practices
to specific math content. Both are equally important for students to be
mathematically proficient.
Math Parent Resource Guide K–2
| | 11 # |

Standards for
Mathematical Practice
Students who are mathematically proficient should:
Make sense of problems and persist in solving them.
• Break a problem apart, think about different ways to
approach it, choose a way to solve it, and work until it’s done.
• Use different methods to determine if answers are correct or
not, and take a different approach if needed.
Reason abstractly and quantitatively.
• See numbers as representing objects or units of something
(things, sizes, lengths, amounts).
• Use objects, pictures, drawings, words, or symbols to make
sense of and solve problems.
• Translate information into a math problem/numerical
expression.
| 12 | Center for Development and Learning

Make logical arguments and critique the reasoning of
others.
• Explain answers and how problems were solved.
• Decide between correct and incorrect ways of solving
problems, and explain their reasoning.
• Understand how others solve problems and figure out if it
makes sense.
Apply math to the real world.
• Apply math knowledge to different subjects and everyday
situations (using multiplication and subtraction to determine sale
prices, geometry to build a garden, or fractions and
measurements to bake a cake).
• Use graphs, charts, tables, and data from news articles and
other sources to make math relevant and real (using a table of
different cell phone plans to determine the best option).
Math Parent Resource Guide K–2 | 13 |

Standards for
Mathematical Practice
Students who are mathematically proficient should:
Use appropriate tools strategically.
• Know how to use a variety of tools, including pencil and paper,
rulers, scales, calculators, and mathematical software.
• Choose the best tool for different situations, explain why it was
chosen, and use it correctly (when to use a compass versus a
protractor).
Be accurate and pay attention to details.
• Work carefully and always check work.
• Use clear definitions, explanations, and math vocabulary.
• Understand the meaning of math symbols and use them correctly.
• Specify units of measure and label clearly and correctly.
| 14 | Center for Development and Learning

•
1. Make sense of problems and
persist in solving them.
2. Reason abstractly and quantitatively.
3. Make logical arguments and critique
the reasoning of others.
4. Apply math to the real world.
5. Use appropriate tools strategically.
6. Be accurate and pay attention to details.
7. Look for rules and patterns when
solving problems.
8. Apply rules and patterns to solve
different types of problems.
Data & Statistics
•
Measurement
•
Standards for
Mathematical Practice
Algebra
Probability
•
•
Geometry
Number
•
Look for rules and patterns when solving problems.
• Use what’s already known (prior knowledge) to solve problems
and find patterns. For example, students can determine the
numbers in the sequence 1, 2, 4, 7, __, __, __ by recognizing
patterns of adding 1 to the first number, 2 to the second, 3 to the
third, 4 to the next, and so on. Find other patterns of the same
sequence, such as adding 1 to the sum of the previous two
numbers (1+2+1, 2+4+1, 4+7+1, 7+12+1).
• Recognize and break apart problems and numbers into parts.
7 x 8 equals 7 x 5 + 7 x 3, which also equals 7 x (5+3).
Apply rules and patterns to solve different types of
problems.
• Notice patterns in calculation and use them to create short cuts.
• Make connections between math concepts and calculations.
• Apply concepts (ideas, rules) to solve problems having
different numbers, sequences, steps, and scenarios rather than
only being able to solve one type of problem.
Math Parent Resource Guide K–2 | 15 |

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Center for Development and Learning

Standards for Mathematical
Content
The math content standards focus on three main things:
1. A deep focus on key math skills and knowledge for each grade,
2. Mastery of math concepts by building skills throughout the year and
from one grade to the next, and
3. Rigorous work to encourage deep learning and relevant connections.
The Standards for Mathematical Content describe key topics that students
need to learn in each grade. Standards for each grade build on each other
rather than repeating year after year. The table below shows how the
standards connect within and across grade levels and topics.
Mathematics Standards Progressions
Kindergarten 1 2 3 4 5 6 7 8 HS
Counting
and
Cardinality
Number and Operations in Base Ten
Ratios and
Proportional
Relationships
Number
and
Quantity
Number and
Operations - Fractions
Operations and Algebraic Thinking
The Number System
Expressions and
Equations
Functions
Algebra
Functions
Geometry Geometry Geometry
Measurement and Data
Statistics and
Probability
Statistics
and
Probability
Math Parent Resource Guide K–2 | 17 |

KINDERGARTEN
By the end of the school year, your child should:
Write numbers from 0 to 20.
Count to 100 by ones and
by tens.
Create and break apart
numbers from 11 to 19 into
tens and ones.
Add and subtract within 10.
Solve addition and subtraction
word problems by using
objects or drawings.
Break down numbers less
than or equal to 10 into pairs
in more than one way.
Understand that the next
number in a sequence is one
number larger.
Measure and compare
attributes of objects, such as
length, height, or weight.
Tell whether the number of
objects in one group is
greater than, less than, or
equal to the number of
objects in another group.
| 18 | Center for Development and Learning

Count forward starting with any
number instead of having to
begin at one.
Count a number of objects
while saying the number for
each object, and understand
that the last number tells the
total number of objects counted.
Use simple shapes to form
larger shapes. For example,
join two (2) triangles to make
a rectangle.
Identify and compare twodimensional
(flat) or threedimensional
(solid) shapes.
Talk to the teacher
about how your child
is doing in school.
Ask questions like:
1. “Is my child on track?”
2. “In what area is my child
doing well?”
Correctly name shapes,
and describe objects in the
environment using names
of shapes.
Describe the positions of
objects in relation to each
other (above, below, beside, in
front of, behind, and next to).
3. “Are there areas where
my child is struggling?”
4. “What are some resources
and tools that I can use
to help my child learn
outside the classroom?”
5. “Can I see how the lesson
is taught in class?”
Math Parent Resource Guide K–2
| 19 |

FIRST GRADE
By the end of the school year, your child should:
Determine if equations
involving addition and
subtraction are true or false.
Compare two 2-digit numbers
with the symbols > (greater
than), = (equal to), and < (less
than).
Order three objects by length
and compare the lengths of
the two objects by using a
third object.
Add and subtract multiples
of 10 in the range of 10-90.
Add and subtract within 20
to solve word problems
using objects, drawings,
and equations.
Solve word problems that
call for addition of three
whole numbers whose sum
is less than or equal to 20.
Become a partner with your child’s teacher
Technology can be a good way to build regular
communication with your child’s teacher. Some teachers
may respond to an email and/or text message faster and
more often than a phone call.
| 20 | Center for Development and Learning

Tell and write time in hours
and half-hours using analog
and digital clocks.
Add and subtract within 100.
Understand that the two digits
of a two-digit number represent
tens and ones.
11
10
9
12
8
7
6
1
2
3
4
5
11
10
9
12
8
7
6
1
2
3
4
5
Given a two-digit number,
mentally find 10 more or 10
less than the number without
counting.
Understand that 10 is a
bundle of ten ones called a
“ten.” The numbers 10, 20, 30,
40, 50, 60, 70, 80, 90 refer to
one, two, three, four, five, six,
seven, eight, or nine tens
(and 0 ones).
Be able to add and subtract
within 10. Use strategies such
as counting on, making ten,
and decomposing a number
leading to a ten (for example,
13 - 4 = 13 - 3 - 1 = 10 - 1 = 9).
Count, read, and write
numbers up to 120, starting
at any number.
Divide circles and rectangles
into two and four equal shares.
Describe them using the words
halves, fourths, and quarters,
and use the phrases half of,
fourth of, and quarter of.
Draw two- and threedimensional
shapes with their
specific features (for example,
triangles are closed and
three-sided).
Determine the unknown whole
number in an addition or
subtraction equation.
Math Parent Resource Guide K–2 | 21 |

SECOND GRADE
By the end of the school year, your child should:
Add up to four 2-digit numbers.
Read and write numbers to
1000 using base-ten
numerals, number names,
and expanded form.
Compare two 3-digit numbers
with the symbols > (greater
than), = (equal to), and <
(less than).
Add and subtract within 1000.
Understand that the three
digits of a three-digit number
represent hundreds, tens,
and ones.
Use addition to find the
total number of objects in
rectangular arrays with up to 5
rows and up to 5 columns.
Add and subtract within 100
to solve one- and two-step
word problems.
Mentally add 10 or 100 to a
given number 100-900, and
mentally subtract 10 or 100
from a given number 100-900.
| 22 | Center for Development and Learning

Draw picture and bar graphs
with a single-unit scale to
represent data with up to
four categories.
Use the correct tools to
measure length of objects
(rulers, yardsticks, and
measuring tapes), using units
of inches, feet, centimeters,
and meters.
8
7
6
5
4
3
2
1
Football Basketball Tennis Baseball
Measure the same object using
different units of length (inches,
feet and yards) and explain
how the units relate.
Divide circles and rectangles
into two, three, or four equal
parts. Describe the shares
using the words halves, thirds,
quarters, and describe the
whole as two halves, three
thirds, four fourths.
How many more students like
baseball than tennis?
Decide whether a group of
objects (up to 20) is an odd
or even number.
Count within 1000; skip-count
by 5s, 10s, and 100s.
Write whole numbers on
a number line with equally
spaced points starting from 0.
Solve word problems involving
dollar bills, quarters, dimes,
nickels, and pennies using $
and ¢ symbols appropriately.
Sarah has
Jane has
Tell and write time from
analog and digital clocks to
the nearest five minutes, using
a.m. and p.m.
How much more does Jane
have than Sarah?
Identify triangles,
quadrilaterals, pentagons,
hexagons, and cubes.
Math Parent Resource Guide K–2 | 23 |

| 28 | Center for Development and Learning

Problem Solving in Math
Math has usually been taught like a recipe: take ingredients (the
numbers), follow a series of steps, and end up with a result (the answer).
An experienced cook can change or create his own recipe because he
knows why and how to combine ingredients. A beginner can only follow
steps. They might know what to do, but they can’t explain why.
If students understand why they do math the way they do it, they’ll be able
to apply their skills more flexibly. Rather than simply memorizing math
facts, tricks, and shortcuts, the goal is to help students understand why
those tricks and shortcuts work.
Students need to understand how to solve problems, why those methods
work, and be able to apply them to real life. You may see these changes
reflected in the following ways:
• More complex word problems - Students will apply math to reallife
situations and solve complex problems with many steps by
breaking them into smaller parts.
• Multiple ways to solve the same problem - Students will still learn
what is known as the standard algorithm, the way that their parents
learned to multiply, divide, add, and subtract. They will also learn
other methods that try to make the underpinnings of the standard
method more obvious.
• Show or explain thinking – Students will show how they solve
problems using models, drawings, and other visuals that can help
make math more concrete. They will also explain their thinking –
say why they think their answer is right.
The following section provides examples of different types of math
problems and models students may solve in school.
Math Parent Resource Guide K–2 | 25 |

SIXTH 9TH KINDERGARTEN
& 10TH GRADE GRADE
Students will
analyze similarities
and differences
among two
Are they the same? Circle your answer, and explain
it to an adult or friend.
Are these the same? YES NO
.
Are these the same? YES NO
Students learn to
sort and identify
categories by
.
Match the groups that have the same number.
| 26 | Center for Development and Learning

Example
Count and circle 10 things. Tell how many there are
in two parts - 10 ones and some more ones.
From there, students
begin to understand
I have 10 ones and ___ ones.
by counting and
modeling with
objects representing
numbers 10 to 20.
They also learn to
think of 10 as a unit
and to break apart
two-digit numbers
into tens and ones.
Draw more to show the number.
10 ones and 2 ones
Write and draw the number.
Circle the correct numbers that describe the pictures.
10 ones and 3 ones
10 ones and 7 ones
Math Parent Resource Guide K–2 | 27 |

SEVENTH 9TH KINDERGARTEN
& 10TH GRADE
Students use
different strategies
to
.
They will use
pictures, fingers,
cube sticks,
number bonds,
and other models.
The squares below represent a cube stick. Color
the squares to match the rabbits. 4 squares gray. 1
square black. Draw the squares in the number bond.
Show the parts of the
number bond on your
fingers. Color the
fingers you used.
rabbits and rabbit make rabbits.
Color 1 block blue. Color the rest red. All of the blue
blocks fell off the table. How many blocks are still on
the table?
| 28 | Center for Development and Learning

Example
Color 7 boxes red the 5-group way. Color the rest
blue to make 10. Fill in the number sentence.
Students will learn that
.
They will then learn to
find different “partners”
that make 10 for any
number.
Pretend this is your bracelet. Color 5 beads blue
and the rest green. Make a number bond to match.
Color some beads yellow and the rest orange.
Make a number bond to match.
Math Parent Resource Guide K–2 | 29 |

EIGHTH 11TH FIRST & GRADE 12TH GRADE
Students learn
to directly
and indirectly
in the context of
real-world
situations.
In a playroom, LuLu cut a piece of string that
measured the distance from the doll house to the
park. She took the same string and tried to measure
the distance between the park and the store, but she
ran out of string!
Which is the longer path? Circle your answer.
the doll house to the park
the park to the store
The Doll House The Park The Store
Circle the picture that shows the correct way to
measure.
3 centimeter cubes
4 centimeter cubes
4 centimeter cubes
4 centimeter cubes
| 30 | Center for Development and Learning

Example
Write the number of equal parts in each shape.
Students use
different strategies
and models
to understand
the relationship
between the
Label the shaded part of each picture as one half of
the shape or one quarter of the shape.
This will provide
the foundational
knowledge for
understanding
fractions.
Which shape has been cut into more equal
parts? ____
Which shape has larger equal parts? ___
Which shape has smaller equal parts? ___
Color part of the shape to match its label. Circle the
phrase that would make the statement true.
One quarter of
the square
is larger than
is smaller than
is the same size as
one fourth of
the square.
Math Parent Resource Guide K–2 | 31 |

EIGHTH 11TH FIRST & GRADE 12TH GRADE
Students learn to
numbers to make
10.
Circle the numbers
that make ten.
Complete the number
sentence.
____ + ____ + ____
Match the equal
expressions.
a. 9 + 3 10 + 4
b. 5 + 9 10 + 0
c. 9 + 6 10 + 2
d. 8 + 9 10 + 5
e. 9 + 7 10 + 7
f. 9 + 1 10 + 6
Students begin
to learn
by
understanding
that the two digits
of a two-digit
number represents
tens and ones.
Write the tens and ones and say the numbers.
Complete the statement.
tens ones
There are ______ flowers.
Students use
different strategies
to
.
| 32 | Center for Development and Learning

Example
Write the number of items in each set. Then, circle
the set that is greater in number. Write a statement
to compare the two sets.
Students learn
to compare two
qualities and identify
which number is
______
______
the other number.
______ is greater than _______.
Circle the set of coins that has a greater value.
3 dimes
3 pennies
Write the name of each object in the correct column.
Students find,
name, and classify
globe
block
tennis
ball
tissue box
dice
party hat
can
.
Rectangular
Cubes Spheres Cones Cylinders
Prisms
Math Parent Resource Guide K–2 | 33 |

EIGHTH 11TH FIRST SECOND & GRADE 12TH GRADE GRADE
Students use
drawings, pictures,
objects, and
arrays to create
Redraw the lemons to make 2 equal size groups.
and
relate to repeated
addition. This
will provide the
foundational
knowledge for
understanding
multiplication.
2 groups of _____ lemons = _____ lemons.
Draw 1 more group of four. Then, write a repeated
addition equation to match.
____ + ____ + ____ + ____ + ____ = ____
5 groups of ____ = ____
Use the array of squares to answer the questions
below.
a. ____ + ____ + ____ + ____ + ____ = ____
b. ____ rows of ____ = ____
c. ____ columns of ____ = ____
d. Remove 1 row. How many
squares are there now? ____
e. Remove 1 column from the new
array you made in (d). How many
squares are there now? ____
| 34 | Center for Development and Learning

Example
Explain why both polygon A and B are hexagons.
Students describe and
based
on their specific
characteristics
(features).
__________________________________________
Draw a different hexagon than the two that are shown.
Circle all of the rectangles that are partitioned into
fourths, and cross out any rectangle that is not
partitioned into fourths.
Students divide
shapes into
and describe
shapes as halves,
thirds, and fourths.
Draw the hands on the analog clock to match the
time shown on the digital clock. Then, circle a.m.
or p.m. based on the description given.
Students learn to
Time to go to school.
11
10
9
12
8
7
6
1
2
3
4
5
as it relates to the
real world.
Math Parent Resource Guide K–2 | 35 |

EIGHTH 11TH FIRST SECOND & GRADE 12TH GRADE GRADE
Students draw
and interpret
picture and bar
graphs with a
single-unit
scale to
with up to four
categories.
Alex sorted the fruits in his shopping basket. The
table below shows what he bought.
Oranges Lemons Bananas Pears
2 5 3 4
Draw and label a picture graph to represent the
fruits in Alex’s shopping basket.
Title
Legend:
Students solve
addition and
subtraction
using the ruler as
a number line.
Use the broken centimeter ruler to solve the
problem.
A grasshopper jumped 7 centimeters forward and
4 centimeters back and then stopped. If the
grasshopper started at 18, where did the
grasshopper stop? Show your work.
15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
| 36 | Center for Development and Learning

Example
Solve and explain your answer using place value.
Students use
different methods to
.
Students are also
required to explain
their thinking.
Solve each problem showing the strategy you used.
Math Parent Resource Guide K–2 | 37 |

Special Education
Because all children deserve a high quality education, there are no separate
or different standards for children with special needs. However, students
with disabilities should be provided a range of supports.
Children with special needs should receive remediation, accommodations,
modifications, assistive technology, and other supports for classroom
learning and any tests, all of which can be specified in an IEP
(Individualized Educational Plan) or 504 Plan.
Some questions to ask include:
• What learning goal does each standard address?
• What does my child need to have in place to achieve
the standards being taught?
• What strategies, teaching, technology, or other services will be
provided to make sure my child has an equal opportunity to reach
the same high level of learning?
• How will any changes related to the Standards affect my
child’s IEP?
• Are there other tests, options, or services available adapted
to meet my child’s needs?
• Who should I go to for help?
Knowing what your child is supposed to be learning in each grade can
make it easier for you to ask questions about meeting academic goals and
what kind of extra help your child might need.
The plan may have both learning and nonacademic goals, such as
behavioral goals or goals related to how your child expresses his/her
feelings. Only the learning goals need to be based on the grade-level
standards.
| 38 | Center for Development and Learning

Parent Child Teacher
Communication
I.E.P.
For more information:
Accessibility Features and Accommodations for Students with Disabilities in
PARCC Assessments - A Parent’s Guide
http://www.parcconline.org
Application to Students with Disabilities
http://www.corestandards.org
Families Helping Families Centers
http://dhh.louisiana.gov/Index.cfm/page/1564
FAQs on Universal Design for Learning and the Common Core from the
National Center on Universal Design for Learning
http://www.udlcenter.org
Louisiana Department of Education: Students with Disabilities
https://www.louisianabelieves.com
National Center for Learning Disabilities
http://www.ncld.org
For direct links to the resources listed above, visit the Educational Resources page at www.cdl.org.
Math Parent Resource Guide K–2 | 39 |

How to Support your Child
For too long, there has been a gap in what students need to know and do
in order to be successful in college and the workplace and what they are
taught in school. The Louisiana State Standards are meant to be clearer,
more rigorous, and based on what research shows will prepare your child
for college and career.
In order to change what and how our students are learning, there are 6
main changes, also known as “shifts”.
This section provides a closer look at the shifts, what they mean for your
child, and what you can do to help.
SHIFT 1 Focus
Spending more time on
important concepts
Students Must…
• Spend more time on fewer concepts and go more
in-depth on each concept.
Parents Can…
• Keep track of what the priority work is for your child for
his/her grade level.
• Spend time with your child reviewing and practicing
priority work.
• Ask your child’s teacher about his/her progress on
priority work.
| 40 | Center for Development and Learning

SHIFT 2 Coherence
Connecting topics within
and across grade levels
Students Must…
• Keep building on learning year after year and connect
topics across grades.
Parents Can...
• Be aware of what your child struggled with last year
and how that will affect learning this year.
• Support your child and make sure that help is given for
“gap” skills – negative numbers, fractions, etc.
Look for assignments that build on one another. Students will
focus on and , then and
. Once these areas are mastered, they will focus on
. Building on that, they will focus on and other
more advanced subjects.
You should be able to see the progression in the topics they learn.
Math Parent Resource Guide K–2 | 41 |

SHIFT 3 Fluency
Repetition and practice of
math skills
Students Must…
• Spend time practicing many problems on the same idea.
Parents Can…
• Push children to really know basic math facts.
• Know all of the skills your child should have and which
ones he/she is good at. Prioritize learning of those skills
that are most challenging or difficult.
– Use what your child already knows to help him
understand other concepts. For example, if your child knows that
5 x 5 = 25, she can then add 5 to figure out that 6 x 5 = 30.
– Use buttons or other objects to model different
concepts (addition, skip counting, multiplication, number patterns
and relationships).
– Make an index card for each math fact. Teach a
few per day, adding new facts to the stack of known facts. Review
the stack everyday until all are mastered.
– Give your child a timed test of all the facts
he has learned. The purpose is not to race or rush, but to see how
many can be answered within a certain time. If your child is really
learning, the number of facts he can answer within a set time period
should gradually increase.
| 42 | Center for Development and Learning

Be sure your children understand the
of
addition/subtraction and multiplication/division before simply
memorizing facts. Memorization is meaningless if they don’t
know what the fact means.
SHIFT 4
Deep Understanding
Ability to write and speak
about topics
Students Must…
• Understand why the math works.
• Talk about why the math works.
• Prove that they know why and how the math works.
Parents Can…
• Notice whether your child really knows why the answer
is what it is.
• Provide the time your child needs to learn key math.
• Provide time for your child to work hard with math at
home.
• Get smarter in the math your child needs to know.
Math Parent Resource Guide K–2 | 43 |

SHIFT 5 Application
Using skills correctly for
each unique situation
Students Must…
• Apply math in real world situations.
• Know what math to use for which situation.
Parents Can…
• Ask your child to DO the math that comes up in your
daily life.
• Have your child to
scores or stats for a favorite sports team.
• Have young children and fruit by different colors and
shapes when grocery shopping; encourage older kids to
of the bill or keep track of the grocery budget.
• Have kids
ingredients when cooking a meal or baking a
cake together. They can also learn to
by figuring out
when the food will be ready.
• Kids can
when building a
garden. Kids learning
could use an array to plan the
number and position of vegetable plants. Younger kids can and
the number of seeds or plants by type.
| 44 | Center for Development and Learning

1. How many apples do we have in the bag? Do we have
more apples or oranges?
2. We need 1 cup of sugar, but we have only a 1/4 and 1/3 cup
to measure with. What can we do?
3. The recipe says, “bake for 45 minutes.” It’s 11:45 am now.
When will it be ready?
SHIFT 6
Dual Intensity
Understanding and correct
application happening at
the same time
Students Must…
• Be able to use core math facts fast, apply math in and
out of the classroom, and know which math procedure
to use for each situation.
Parents Can…
• Know which concepts your child understands and where
he needs to improve.
• Make sure children practice the math facts they struggle
with. They may need more review time than others.
• Make sure your child is thinking about math in real life.
Math Parent Resource Guide K–2 | 45 |

References
California Department of Education (May 15, 2014). Common Core Resources for
Special Education. Retrieved from http://www.cde.ca.gov/SP/se/cc/
Common Core State Standards for Mathematics. Retrieved on July 15, 2015 from
http://www.corestandards.org/wp-content/uploads/Math_Standards.pdf
EngageNY. Common Core Curriculum. Retrieved on July 15, 2015 from
https://www.engageny.org/common-core-curriculum
EngageNY. Common Core State Standards: Shifts for Students and Parents.
Retrieved on March 18, 2014 from http://www.engageny.org/sites/default/files/
resource/attachments/shifts-for-students-and-parents.pdf
Eureka Math. Retrieved on July 15, 2015 from http://greatminds.net/maps/math/
module-pdfs
Louisiana Department of Education. Retrieved on March 18, 2014 from
http://www.louisianabelieves.com
National PTA. Parents’ Guide to Student Success. Retrieved on March 18, 2014 from
http://www.pta.org/parents/
U.S. Chamber of Commerce Foundation: Education and Workforce. Retrieved on
March 21, 2014 from http://www.businessforcore.org/
This resource contains excerpts and summaries. See the Common Core State
Standards for Mathematics for the official set of standards at
http://www.corestandards.org/wp-content/uploads/Math_Standards.pdf
For math problem examples, see Eureka Math at http://greatminds.net/maps/
math/module-pdfs and Engage NY at https://www.engageny.org/
common-core-curriculum
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