How to help your child with mathematics Common core State Standards Initiative Presenter: Jameson Rienick Associate Principal Veterans Elementary jameson.rienick@cvesd.org

Mathematical Thinking Which number does not belong? Why? 4, 16, 24, 36, 64, 81 Think about: Is there more than one answer? What “mathematics” would a student engage in What “else” are you applying to complete the task

UNITED STATES RANKS 25TH OUT OF 49 COUNTRIES Urgency for the Improvement of Education PISA RESULTS: UNITED STATES #15 Reading #23 Mathematics #31 Science UNITED STATES RANKS 25TH OUT OF 49 COUNTRIES http://nces.ed.gov/surveys/pisa/faq.asp Program for International Student Assessment (PISA) Apart of National Center for Education Statistics and the IES Institute of Education Sciences TOP ACHIEVERS: FINLAND, CANADA, SINGAPORE, CHINA, JAPAN, Average is Over!

Purpose “To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesis, and report information, and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create, a high volume and extensive range of print and non-print texts in media forms old and new.” The Common Core Institute

21st Century Learning & Innovations Skills Critical Thinking and Problem Solving Creativity and Innovation Communications and Collaboration P21.org

What is Mathematics Proficiency? Strands of Mathematical Proficiency Strategic Competence Adaptive Reasoning Conceptual Understanding Productive Disposition Procedural Fluency NRC (2001). Adding It Up. Washington, D.C.: National Academies Press.

Strands of Mathematical Proficiency Conceptual Understanding – comprehension of mathematical concepts, operations, and relations Procedural Fluency – skill in carrying out procedures flexibly, accurately, efficiently, and appropriately Strategic Competence – ability to formulate, represent, and solve mathematical problems Adaptive Reasoning – capacity for logical thought, reflection, explanation, and justification Productive Disposition – habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and ones own efficacy.

Design and Organization of the Content Standards √ Domains √ Clusters √ Standards

Standards for Mathematical Practice “The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students.” Introduction to the Common Core Standards for Mathematics

Standards for Mathematical Practice Mathematically Proficient Students 1. Make sense of problems and persevere in solving them …start by explaining to themselves the meaning of a problem and looking for entry points to its solution 2. Reason abstractly and quantitatively …make sense of quantities and their relationships to problem situations 3. Construct viable arguments and critique the reasoning of others …understand and use stated assumptions, definitions, and previously established results in constructing arguments 4. Model with mathematics …can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace

Standards for Mathematical Practice Mathematically Proficient Students 5. Use appropriate tools strategically …consider the available tools when solving a mathematical problem 6. Attend to precision …calculate accurately and efficiently 7. Look for and make use of structure …look closely to discern a pattern or structure 8. Look for and express regularity in repeated reasoning …notice if calculations are repeated and look for both general methods and for shortcuts

Instructional Shifts in Mathematics Focus strongly where the Standards focus Coherence: think across grades, and link to major topics within grades Rigor: in major topics pursue conceptual understanding, procedural skill and fluency, and application with equal intensity.

The Common Core state standards in mathematics will help to: Create Mathematically Proficient Students; Go beyond just “doing” mathematics; Emphasize mathematical modeling and application; Require students to explain and justify their thinking; Develop depth of understanding over time. The Common Core state standards in mathematics will help to:

SMARTER-Balanced Assessments Grades 3-8 and Grade 11 Computer adaptive Administered during last 12 weeks of year Multiple item types Assess all students except those with “significant cognitive disabilities”

Smarter Balanced Assessment Item Formats Selected Response Assessment items where students select from a given set of response options Constructed Response/Extended Response (math) Assessment items where students produce the response instead of selecting from a list Technology-Enhanced Interaction Assessment items that leverage the interactive features of computer technology (differ from Technology-enabled, e.g., video segment) Performance Tasks Assessment items where students perform a skill or create a product After this slide go to smarterbalaced.org

Overall Scores and Achievement Levels Overall scores: Each student will receive an overall score for English language arts/literacy (ELA) and mathematics, expressed as a number between 2000 and 3000. Achievement levels: Each overall score falls into one of four achievement levels Standard not met Standard nearly met Standard met Standard exceeded

Achievement Level Descriptors Standard Exceeded Demonstrates advanced progress toward mastery. Standard Met Standard Nearly Met Demonstrates progress toward mastery. Standard Not Met May require further development for success in future coursework. Needs substantial improvement for success in future coursework. Find more information about Achievement Level Descriptors at http://www.cde.ca.gov/ta/tg/sa/index.asp.

CVESD 2015 Results: Mathematics 2015 CAASPP – Smarter Balanced Results available at: http://caaspp.cde.ca.gov/sb2015/default

Smarter Balanced Claims Within English Language Arts/Literacy: Within Mathematics: Concepts & Procedures Reading Problem Solving & Data Analysis Writing Communicating Reasoning Listening Research/Inquiry

AREA MODELS Grade 3 & 4 Grade 5: Area Models with fraction operations Students use models to multiply multi-digit numbers. It does more than teaching students to multiply. It enforces place value and ultimately “Like Terms” in future mathematics in later grades. Grade 5: Area Models with fraction operations

How would you solve this? 27 X 86 =

27 x 86= 20 7 80 6 1600 120 560 42

1,600 + 120 + 560 + 42 = 2,322

How would you solve this? 2/3 x 3/4 =

Grade 5: Area Models with fraction operations

Next Steps for Supporting Success at home: Be Patient Encourage mental math Encourage estimation/prediction Ask for explanations not just answers Ask about their thinking, instead of giving answers Encourage alternate strategies Seek multiple solutions Ask your teachers for preview of upcoming material Promote a Growth Mindset

Family Conversation Guiding topics- 21st Century Skills Math Proficiency 8 Standards for Mathematical Practice Assessment Item Formats Overall Scores and Achievement Levels/Scores

How to help your child with mathematics Common core State Standards Initiative Presenter: Jameson Rienick Associate Principal Veterans Elementary jameson.rienick@cvesd.org