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Common Core Math for Parents Hein Castello Elliott Ranch (Partners in Community & Education)

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Presentation on theme: "Common Core Math for Parents Hein Castello Elliott Ranch (Partners in Community & Education)"— Presentation transcript:

1 Common Core Math for Parents Hein Castello Elliott Ranch (Partners in Community & Education)

2 Goal for today Explore and Answer These Questions: Why and how were the Common Core State Standards created? How will the new standards affect your child? Why teach multiple representations to do math? What are the Smarter Balanced assessments? How can you help your child?

3 Common Core Background Developed by states as a collaborative initiative Informed by other top performing countries, so that all students are prepared to succeed in our global economy and society Aligned with college and career expectations Common Core State Standards are more rigorous!

4 What does more rigorous mean??? Procedural Fluency Conceptual Understanding Application & Modeling How will this change instruction & instructional materials?

5 How Will This Affect My Child? 5 New math materials Fewer topics, but each studied more in-depth Use multiple representations to explain the same problem The need to explain “Why” and “How do you know?” Assessment will look different than the past CST

6 Smarter Balanced Assessments eview/sbac/index.htm

7 Grade 5: This item builds on the progression of fractions from grades 3 and 4. Students are running in a relay race. Each team will run a total of 2 miles. Each member of a team will run of a mile. How many students will a team need to complete the race? Choose the correct number. You may use the number line to help find your answer

8 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%) 

9 Multiple Representations Instead of only emphasizing computational skills, multiple representations can help students make the conceptual shift to…develop algebraic thinking.

10 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

11 Decomposition = = 4528

12 Fractional Thinking Traditional Decomposition Number Line

13 Why does the Common Core put such a great emphasis on strategies and understanding? 13 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.

14 Make 10, why teach this? Our number system is base ten Needed for regrouping More efficient than adding on with larger numbers Supports decomposition & composition of numbers 7+5 = =

15 Let’s look at how we can use benchmark numbers and decomposition to develop number fluency Complete the “decade” Complete the “100” Complete the “1” 47+5 = = = = 101

16 Therefore… 5 + 6

17 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? = =

18 Therefore… 8 + 6

19 Break Apart (decomposition) Strategy and Benchmark Numbers Making “10”Multiples of “10” Making “100” = = = = = = = = = Now you try = = = 131

20 A coherent strategy the part/part/whole, or bar, model Part ? Whole Part

21 A tree has 8 birds in it. 3 birds fly away. How many are left in the tree? ? 8 3 5

22 12 pieces of candy are shared equally among 3 students. How many will they each get? 12 3p = 12 pp p = 4 p 4 4 4

23 21 n n = What is ⅓ of 21?

24 Use the bar model to solve word problems. ? 2.5 is 20% of what number?

25 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: 18 = (10 + 8) or (20 – 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 to promote mathematical thinking?

26 What can parents do to help with math work at home? Ask your child: How did you do that? How do you know that is right? Is there another way you can do that? More prompting questions: What do you see? What do you know? What do you need to know? Can you draw a picture of that?

27 Questions?

28 Thanks for coming. Now go home and read to your child!


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