# FAQs: Investigations and the Common Core State Standards

- FAQs about
*Investigations*and the Common Core State Standards - New! FAQs about Content
- New! FAQs about Implementing
*Investigations*and the Common Core State Standards - FAQs about the Common Core State Standards

## FAQs about *Investigations* and the Common Core State Standards

### Q: How well does Investigations align with the Common Core State Standards (CCSS) for Mathematics?

### Q: How well does Investigations align with the CCSS’s Standards for Mathematical Practice?

### Q: How well does Investigations align with the CCSS Mathematics Content Standards?

### Q: Did you take the PARCC frameworks’ major, supporting, and additional clusters into consideration when developing the new materials? What about similar materials from the Smarter Balanced Consortium

### Q: What Math Content Standards are not fully addressed in Investigations? How do you address that content?

### Q: What do the Investigations and the Common Core materials include?

### Q: Does Investigations and the Common Core include assessments for new content?

### Q: How do the benchmarks and assessments in Investigations (2008, 2012) align with the CCSS

### Q: Does Investigations and the Common Core involve any changes in sequence? Are any units moving from one grade to another?

### Q: Will the number of Sessions remain the same? Does Investigations and the Common Core specify Sessions to be omitted?

### Q: What was the process? How did you determine what to add/omit?

- Some standards involved language, vocabulary, notation, or levels of fluency specific to the CCSS. These are addressed by a new activity, a Teaching (or Math) Note, an edit to a Classroom Routine or Ten-Minute Math Activity, or through additional Homework or Daily Practice Pages.
- For bigger content changes, TERC identified the number of new Sessions needed. Most new Sessions were written by TERC authors; a few were written by Pearson.

Given the total number of new Sessions needed at each grade, decisions were made about what to omit. Sessions were selected if the math emphases were repeated for reinforcement (e.g. student data projects) or if the content was not included in the CCSS at that grade and was not seen by the Investigations authors as foundational for later/future work (e.g. the work on symmetry and timelines in grade 2, and probability in grade 4). It was easier, and resulted in a more coherent whole, to omit an entire chunk of work, rather than trying to omit a Session here and a Session there. (Download PDFs that contain information about pacing and content that’s been added and omitted at: K, 1, 2, 3, 4, 5.)

### Q: Did you omit any/all “extraneous” content—content that was not included in the CCSS at that grade level?

### Q: When and how will the Investigations and the Common Core materials be available?

### Q: We are using the 2008 edition of Investigations. Can we use Investigations and the Common Core? What do we need to buy?

### Q: My state/district/school wants to use Investigations to teach the CCSS. What do we need to buy?

### Q: I teach in a state/district/school that didn't adopt the CCSS. Can I still use Investigations?

### Q: Will a 3rd edition of Investigations be coming out that will be totally aligned with the CCSS?

### Q: Will there be interactive whiteboard activities to go with the CCSS lessons?

### Q: Will there be a CCSS version of the Differentiation and Intervention Guide?

### Q: Will ExamView and SuccessTracker be updated to reflect the material in Investigations and the Common Core?

## New! FAQs about Content

### Q: How does the new material in each grade impact the following grade? For example, work with combinations of 10 and teen numbers has been added to Kindergarten. How will that impact the work with those ideas in Grade 1?

### Q: Why does much of the new number content come towards the end of the year? For example, counting to 100 appears in Unit 6 in Kindergarten.

### Q: Why does Investigations and the Common Core include content that is not in the CCSS?

- Connects to the CCSS in ways that people don’t necessarily “see” or expect to see (e.g. counting is a major focus of the Kindergarten data unit; multiplication ideas are embedded in the work on area in grade 3)
- A particularly good opportunity to focus on one or more of the math practices (e.g. the pattern units in K-1)
- Is foundational to the work of that or later grades (e.g. patterns in K-1, percents in 5th grade)

The pattern units at K-1 and percents in grade 5 are examples of such content.

The work with repeating patterns and number sequences in K-1 builds a critical foundation for students’ work with linear and non-linear contexts involving relationships between two variables in grades 2-5. These units also embody several of the Mathematical Practices, particularly modeling with mathematics and looking for and making use of structure. This work is one of the ways that Investigations addresses the four areas identified as foundational to the study of algebra: 1) generalizing and forming patterns, 2) representing and analyzing the structure of numbers and operations 3) using symbolic notation to express functions and relations and 4) representing and analyzing change.

Percents are an integral part of Grade 5 Unit 4, What’s That Portion?. Removing them would have damaged the integrity of the mathematics of that unit, and the decimal unit (Unit 6). In addition, we knew from field testing that many students enter 5th grade knowing a lot about percents and that this knowledge helped many of them make connections among and build conceptual understandings of fractions and decimals. The work with percents—based on a 10 x 10 grid representation or reasoning (e.g. 5/8 is 62 ½% because it’s the same as ½ plus 1/8)—prepares students to use numerical procedures for finding percents in grade 6.

### Q: How does Investigations and the Common Core handle the standards that refer to the US standard algorithms?

### Q: How does Investigations and the Common Core handle the standards about “the facts?”

- In Kindergarten, an activity has been added to several Sessions in Unit 6, to give students the opportunity to practice, and teachers the opportunity to assess and record her observations about students’ ability to “fluently add and subtract within 5.” (K.OA.5)
- In grade 1, sidebars have been added reminding teachers to assess “fluency for addition and subtraction within 10.” (1.OA.6) A tool for recording his/her observations over time is included.
- In grade 2, a set of subtraction cards related to the addition combinations up to 10 + 10 has been added to provide opportunities for students to practice and for teachers to assess whether students can “fluently …subtract within 20 using mental strategies.” (2.OA.2)
- In grade 3, the six additional problems students must “know from memory”—6 x 9, 7 x 8, 7 x 9, 8 x 8, 8 x 9, and 9 x 9— have been incorporated into students’ sets of array and multiplication cards. (3.OA.7)

### Q: What is the difference between “fluent” and “knows from memory?”

The CCSS’s description of fluency in grade 1: “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).” (1.OA.6)

For one of the CCSSM authors’ opinions on the difference between “fluently” and “from memory, ” see Tools for the Common Core Standards.

## New! FAQs about *Implementing Investigations and the Common Core State Standards*

### Q: What should professional development regarding the new content and materials be focused on?

Teachers at all grade levels need to know how the materials are organized—how to integrate the use of the Instructional Plans with the existing curriculum—and any new materials they may need to gather or prep.

The Standards for Mathematical Practice should be studied, discussed, and implemented at every grade level.

In terms of specific content:

- K-2 teachers should consider how the new materials address the standards for Number and Operations Base Ten (NBT) in their grade and across K-2. Similarly, understanding what “properties of operations” means in the primary grades, and how those ideas play out in Investigations, will be important.
- In grades 3-5, new ideas in the rational number strand will need attention. Third graders now work with fractions on a number line (Unit 7). Fourth graders multiply fractions and whole numbers (Unit 6). In Grade 5, professional development can focus on working through the 10 new Sessions on multiplying and dividing fractions (Unit 4), doing and discussing the mathematics and thinking about what students might do. It should also include thinking through the new work with multiplying and dividing decimals (Unit 6), and why this isn’t a simple transition from work with whole numbers.