1. How to help your child with mathematics
Common core State Standards Initiative
Presenter:
Jameson Rienick
Associate Principal
Veterans Elementary

2. 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

3. 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
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!

4. 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

5. 21st Century Learning & Innovations Skills
Critical Thinking and Problem Solving
Creativity and Innovation
Communications and Collaboration
P21.org

6. 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.

7. 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.

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

9. 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

10. 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

11. 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

12. 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.

13. 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:

14. 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”

15. 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

16. 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

17. 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

18. CVESD 2015 Results: Mathematics
2015 CAASPP – Smarter Balanced Results available at:

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

20. 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

21. How would you solve this?
27 X 86 =

22. 27 x 86= 20 7 80 6
1600
120
560 42

23. 1, = 2,322

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

25. Grade 5: Area Models with fraction operations

26. 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

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

28. How to help your child with mathematics
Common core State Standards Initiative
Presenter:
Jameson Rienick
Associate Principal
Veterans Elementary