CCSS Math - no wonder students get confused!

Working on alignment of math learning targets with the CCSS.  No wonder the students get confused...?

North Carolina unpacking the standards:

Before considering the relationship of decimal fractions, students express their understanding that in multi-digit whole numbers, a digit in one place represents 10 times what it represents in the place to its right and 1/10 of what it represents in the place to its left.

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Darke School District (Ohio):

I can look at a multi-digit number and determine that the digit to the left is 10 times greater than a given digit.

I can determine that in a multi-digit number, a digit to the right is 1/10 of the given digit.

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CCSS website:

CCSS.Math.Content.5.NBT.A.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

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Align, Assess, Achieve: (flip book)

I can recognize that each place value to the left is 10 times larger in a multi-digit number.

I can recognize that each place value to the right is 1/10^th as much in a multi-digit number.

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NOW - I realize that all are correct...but I highlighted what the students see. Is this what they are getting at when say "rigor?" Or is it just semantics...

Which way makes more sense to you?

RtI - Response to Intervention

In my new role as a K-12 Intervention Coach, I have seen many teachers frustrated and in tears over our jump into the proverbial RtI waters. In an effort to put the frustration into perspective, I came up with this visual of the building blocks needed in order to effectively deliver Tier 2 and 3 interventions. As you can see the 1st building block is an understanding of the CCSS - but not only at the grade level you teach. You really need to understand what comes before and after you...in order to put it into perspective. One you have a handle on the CCSS, then you need to break it down into bite sized chunks (aka: learning targets) for your students. THEN, you can move into formative assessment. How do I know when my children have achieved their learning target. Once I give the formative assessment, this will move into the 4th block of differentiation. I can then use my formative assessment to determine how I will differentiate for learners within my classroom. This is really the foundation for Level 1 of RtI. Once I have put these first four building blocks into practice, then I can work on collaborating with others around the level 2 & 3 interventions of RtI. 

Here is a website I have put together that is full of RtI resources!
https://sites.google.com/a/stretchinstructor.com/intervention-corner/