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Math Family Night
Mt. Olive Elementary SchoolFebruary 9, 2015
Joyce Bishop, Ph.D.
logo taken from www.corestandards.org 2
COUNCIL OF CHIEF STATE SCHOOL OFFICERS (CCSSO) &
NATIONAL GOVERNORS ASSOCIATION
Created by:
Key Shifts
Focus Coherence
Rigor
Mathematics: 3 Shifts
1. Focus: Focus strongly on the essential content for each grade.
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Shift #1: Focus Strongly on essential content
• Significantly narrow the scope of content and deepen the time and energy that is spent in the math classroom.
• Focus deeply on what is emphasized in the standards, so that students gain strong foundations.
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Grade Focus Areas in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding
K–2 Addition and subtraction – concepts, skills, and problem solving and place value
3–5 Multiplication and division of whole numbers and fractions – concepts, skills, and problem solving
6 Ratios and proportional reasoning; early expressions and equations
7 Ratios and proportional reasoning; arithmetic of rational numbers
8 Linear algebra
Key Areas of Focus in Mathematics
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CCSS Domain ProgressionK 1 2 3 4 5 6 7 8 HS
Counting & Cardinality
Number and Operations in Base TenRatios and Proportional
RelationshipsNumber & Quantity
Number and Operations – Fractions
The Number System
Operations and Algebraic Thinking
Expressions and Equations Algebra
Functions Functions
Geometry Geometry
Measurement and Data Statistics and ProbabilityStatistics & Probability
Shift #2: Coherence: Think Across Grades, and Link to Major Topics Within
Grades
• Carefully connect the learning within and across grades so that students can build new understanding on foundations built in previous years.
• Begin to count on solid conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning.
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Progression Documents
These documents support the Common Core Standards by describing how essential mathematical concepts develop across the grades. They outline a coherent development of mathematical ideas.
http://ime.math.arizona.edu/progressions
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Mathematics: 3 Shifts
1. Focus: Focus strongly where the standards focus.
2. Coherence: Think across grades, and link to major topics
3. Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application
Shift #3: Rigor: Balance Three Elements
• The CCSSM require a balance of: Solid conceptual understanding Procedural skill and fluency Application of skills in problem solving
situations
• Pursuit of all three requires equal intensity in time, activities, and resources
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3 Elements of Rigor
Conceptual Understanding – Seeing relationships among ideas and knowing why a mathematical process makes sense.
Procedural Understanding – Emphasizes memorization and following specific steps.
Application – Using mathematical processes to solve meaningful problems.
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Required Fluencies in K-6
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Grade Standard Required FluencyK K.OA.5 Add/subtract within 5
1 1.OA.6 Add/subtract within 10
2 2.OA.22.NBT.5
Add/subtract within 20 (know single-digit sums from memory)Add/subtract within 100
3 3.OA.73.NBT.2
Multiply/divide within 100 (know single-digit products from memory)Add/subtract within 1000
4 4.NBT.4 Add/subtract within 1,000,000
5 5.NBT.5 Multi-digit multiplication
6 6.NS.2,3 Multi-digit divisionMulti-digit decimal operations
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Two Aspects of the Common Core Standards
• Content Standards
• Mathematical Practices
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Mathematical Practices1. Make sense of problems and persevere in
solving them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the
reasoning of others.4. Model with mathematics.5. Use appropriate tools strategically. 6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated
reasoning.
Mathematical Practices inKid Friendly Language
1. I can solve problems without giving up.2. I can think about numbers in many ways.3. I can explain my thinking and try to understand others’.4. I can show my work in many ways.5. I can use math tools and tell why I chose them.6. I can work carefully and check my work.7. I can use what I know to solve new problems.8. I can solve problems by looking for rules and patterns.
Martha’s Carpeting Task
Martha was re-carpeting her bedroom, which was 15 feet long and 10 feet wide. How many square feet of carpeting will she need to purchase?
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CARPETING TASK
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Area
Length
W i d t h
Fencing Task
Ms. Brown’s class will raise rabbits for their spring science fair. They have 24 feet of fencing with which to build a rectangular rabbit pen to keep the rabbits.
• If Ms. Brown’s students want their rabbits to have as much room as possible, how long would each of the sides of the pen be?
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CARPETING TASK
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Area
Circumference
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FENCING TASK
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2(1) + 2(11) = 24A = 11 sq units
2(2) + 2(10) = 24A = 20 sq units
2(4) + 2(8) = 24A = 32 sq units
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FENCING TASK
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2(6) + 2(6) = 24A = 36 sq units
4(4) = 16A = 16 sq units
Fencing Task
Ms. Brown’s class will raise rabbits for their spring science fair. They have 24 feet of fencing with which to build a rectangular rabbit pen to keep the rabbits.
• If Ms. Brown’s students want their rabbits to have as much room as possible, how long would each of the sides of the pen be?
• How long would each of the sides of the pen be if they had only 16 feet of fencing?
• How would you go about determining the pen with the most room for any amount of fencing? Organize your work so that someone else who reads it will understand.
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What does Common Core look like in classrooms?
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10-Frames• For counting• Number relationships• Addition to 10• Place value
• http://www.youtube.com/watch?v=p6RaMGDPfJg
Number Talks
• Number Talks: Helping Children Build Mental Math and Computation Strategies Grades K-5
• Author Sherry Parrish• Grade K• Grade 2• Grade 3• Grade 5• South Shades Crest Elementary School, Hoover,
Alabama
Resources
Google: isbe parent resources orIllinois Common Core Resource Pagewww.isbe.net/common_core/htmls/resources.htm Choose: Parent ResourcesMost helpful:
Common Core Standards OverviewFrequently Asked Questions
My website: www.mathgarden.weebly.com