Presentation on theme: "Mark Freathy. Give an overview of why the Common Core State Standards were created. How will the CCSS impact our instruction? How will the new standards."— Presentation transcript:
Give an overview of why the Common Core State Standards were created. How will the CCSS impact our instruction? How will the new standards impact your child? Let’s do some math!
A+ CountriesUnited States
“mile-wide-inch-deep” This is what it means when critics say that we have a curriculum that is……..
How Will This Affect My Child? 8 New math materials Explain “Why” and “How do you know?” Fewer topics, but each studied more in-depth Use multiple methods to explain the same problem Assessment will look different than the current CST
Testing is slated to begin in Smarter Balanced Assessment Consortium Testing for grades 3-8, and 11 Computer based, but perhaps a pen and paper option during time of transition Results are available in a couple of weeks—allowing for use of formative data. Balanced approach to assessment Concepts & Procedures Problem Solving Communicate Reasoning Modeling and Data Analysis
Why multiple methods? Fractional Thinking Traditional Decomposition Number line
Decomposition = = 4528
Making Connections with Decomposition Ten FrameNumber line Decomposition Dec omp ositi on 8 D e c o m p o si ti o n 3 Deco mpo sitio n Decompos ition 11
5 + 6 = Focus Traditional Method #2 Method # = If my students can already know their math facts do I need to make them show more than one way? = =
Making Connections Break apart strategy leads to Decomposition Integers Writing Mixed #’s Having # Sense = This is an example of coherence in the Common Core Standards = = = 132 1
Why does the Common Core put such a great emphasis on strategies and understanding? 15 Researcher Katherine Garnett says: Learning number facts is far more complex than just practicing them until they stick; it includes developing and employing a number of strategies for navigating the number system.
Break Apart Strategy & Benchmark Numbers (this will be called decomposition in later grades) Making “10”Multiples of “10” Making “100” = = = = = = = = = Now you try = = = 131
This leads into the study and use of “benchmark numbers” Round 128 to the nearest Ten Using, or = compare ?
Using the number line to “add on” 245 – 178= How far is it from 178 to 245 on the number line?
Using the number line to “add on” You Try – 29 =
Using the number line to “add on” You Try =
A coherent strategy the part/part/whole model Part ? Whole Part
A tree has 8 birds in it. 3 birds fly away. How many are left in the tree? ? 8 3 5
12 pieces of candy are shared equally among 3 students. How many will they each get? 12 3n = 12 nn n = 4 n 4 4 4
18 n n = What is ⅓ of 18?
Use the bar model to solve word problems. 10 n = n 10 is ⅓ of what number? 10
Use the bar model to solve word problems What is ¾ of 20? 15 55
Use the bar model to solve word problems. ? 2.5 is 20% of what number?
How will SMARTER Balanced Assessment Determine Math Proficiency? Total score will reflect these weighted categories: Concepts & Procedures (40%) Problem Solving (20%) Communicate Reasoning (20%) Modeling and Data Analysis (20%)
1.Play math games with your child. For example, “I’m thinking of two numbers whose product is between 20 and Look for everyday opportunities and objects to have your child do mathematics. For example, if you open a carton of eggs and take out seven, ask, “How many are left in the carton?” 3.Encourage your child to write or describe numbers in different ways. Examples: 48 = (40 + 8) or (50 – 2) ¾ = (¼ + ¼ + ¼) or ( ½ + ¼) 4.Encourage your child to stick with it whenever a problem seems difficult. This will help your child see that everyone can learn math. 5.Praise your child when he or she makes an effort and share in the excitement when he or she solves a problem or understands something for the first time. 6.Connect your child’s success to hard work NOT how smart they are! 7.Have your child explain why or how do you know? What can parents do?