Parent Math night Arizona’s college and career ready standards (AZCCRS)

PARENT MATH NIGHT

ARIZONA’S COLLEGE AND CAREER READY

STANDARDS(AZCCRS)

Monte VistaApril 3, 2014

3rd Grade4th Grade5th Grade

Liz MorrisMath Coach

[email protected]

Lisa LibertaAssistand Principal

[email protected]

mailto:[email protected]


WORKSHOP OBJECTIVES What are Arizona College and Career

Ready Standards (ACCRS) and why are they different?

Do the math! Procedural Math vs. Conceptual Math How can I support my child in math? Questions?

ARIZONA COLLEGE AND CAREER READY STANDARDS

http://vimeo.com/51933492




ARIZONA COLLEGE AND CAREER READY STANDARDS The AZCCRS Standards provide a consistent, clear

understanding of what students are expected to learn, so teachers and parents know what they need to do to help them.

The standards are designed to be focused, coherent, and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers.

With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.

http://www.corestandards.org

AZCCRS IN MATHEMATICS research and evidence based, aligned with college and work

expectations, rigorous, and Internationally benchmarked.

www.azed.gov

VIDEO

http://safeshare.tv/w/RjBUcAxjkv




DO THE MATH!

5.NBT.B.5B: Perform operations with multi-digit whole numbers and with decimals to hundredths.

Fluently multiply multi-digit whole numbers using the standard algorithm. In prior grades, students used various strategies to multiply. Students can continue to use these different strategies as long as they are efficient, but must also understand and be able to use the standard algorithm. In applying the standard algorithm, students recognize the importance of place value. Example: 123 x 34. When students apply the standard algorithm, they, decompose 34 into 30 + 4. Then they multiply 123 by 4, the value of the number in the ones place, and then multiply 123 by 30, the value of the 3 in the tens place, and add the two products.

45 X 36 = _____ 360 X 18 = ____

PROCEDURAL VS. CONCEPTUAL “Action sequences for solving

problems.” Rittle-Johnson & Wagner (1999)

“Like a toolbox, it includes facts, skills, procedures, algorithms or methods.” Barr, Doyle et. el. (2003)

“Learning that involves only memorizing operations with no understanding of underlying meanings.” Arslan (2010)

“Ideas, relationships, connections, or having a ‘sense’ of something.” Barr, Doyle et. el. (2003)

“Learning that involves understanding and interpreting concepts and the relations between concepts.” Arslan (2010)

“To know why something happens in a particular way.” Hiebert and Lefevre (1986)

DO THE MATH! MULTIPLICATION

CONCEPTUALEquations: 45 X 36 =

45 X 36

Equations: 45 X 36 =

Strategies:Break apart both numbers by place value (40 + 5) X (30 + 6)

PROCEDURAL

30

6

40 5

40 X 30 = 1,200

40 X 6 = 240

30 X 5 = 1506 X 5 = 30

1,200 + 240 = 1,4401,440 + 150 = 1,5901,590 + 30 = 1,620

DO THE MATH! MULTIPLICATIONPROCEDURAL CONCEPTUAL


360 X 18


Strategies:Halving and Doubling Double 360 to 720 Half 18 into 9

720 X 9 = 700 X 9 = 6300 20 X 9 = 180 6300 + 180 = 6,480

ALGORITHM VS. STRATEGIES

Algorithm - a step-by-step procedure for solving a problemUS Standard Algorithms

Carrying the 1 in addition – 4th Grade Borrowing in subtraction – 4th Grade Carrying in multiplication – 5th Grade Long division – 6th Grade

Strategies – build to an understanding of the operations used in solving problems

MULTIPLICATION STRATEGIES

Direct Modeling - 6 x 3Pictures, Number Line

MULTIPLICATION STRATEGIES Distributive Property (Break Apart) - 6 x 7

COMMON MULTIPLICATION AND DIVISION SITUATIONSNational Research Council (

Unknown Product Group Size Unknown(“How many in each group?” Division)

Number of Groups Unknown(“How many groups?” Division)

3 x 6 = ? 3 x ? = 18, and 18 ÷ 3 = ? ? x 6 = 18, and 18 ÷ 6 = ?

Equal Groups

There are 3 bags with 6 plums in each bag. How many plums are there in all?

Measurement example.

You need 3 lengths of string, each 6 inches long. How much string will you need altogether?

If 18 plums are shared equally into 3 bags, then how many plums will be in each bag?


You have 18 inches of string, which you will cut into 3 equal pieces. How long will each piece of string be?

If 18 plums are to be packed 6 to a bag, then how many bags are needed?


You have 18 inches of string, which you will cut into pieces that are 6 inches long. How many pieces of string will you have?

Arrays,4 Area5

There are 3 rows of apples with 6 apples in each row. How many apples are there?

Area example.

What is the area of a 3 cm by 6 cm rectangle?

If 18 apples are arranged into 3 equal rows, how many apples will be in each row?

Area example.

A rectangle has area 18 square centimeters. If one side is 3 cm long, how long is a side next to it?

If 18 apples are arranged into equal rows of 6 apples, how many rows will there be?

Area example.

A rectangle has area 18 square centimeters. If one side is 6 cm long, how long is a side next to it?

Compare

A blue hat costs $6. A red hat costs 3 times as much as the blue hat. How much does the red hat cost?


A rubber band is 6 cm long. How long will the rubber band be when it is stretched to be 3 times as long?

A red hat costs $18 and that is 3 times as much as a blue hat costs. How much does a blue hat cost?


A rubber band is stretched to be 18 cm long and that is 3 times as long as it was at first. How long was the rubber band at first?

A red hat costs $18 and a blue hat costs $6. How many times as much does the red hat cost as the blue hat?


A rubber band was 6 cm long at first. Now it is stretched to be 18 cm long. How many times as long is the rubber band now as it was at first?

General General a x b = ? a x ? = p, and p ÷ a = ? ? x b = p, and p ÷ b = ?

AIMS VS. PARCC

3RD GRADE AIMS EXAMPLE

3RD GRADE PARCC EXAMPLE

Type I: Tasks assessing concepts, skills and

procedures


The art teacher will tile a section of the wall with painted tiles made by students in three art classes.

Class A made 18 tiles Class B made 14 tiles Class C made 16 tiles

Part AWhat is the total amount of tiles that are being used?

Part BThe grid shows how much wall space the art teacher can use. Use the grid to create a rectangular array showing how the art teacher might arrange the tiles on the wall. Select the boxes to shade them. Each tile should be shown by one shaded box.

Part CAndy created a rectangular array showing how he would place 56 small tiles on the wall. He placed 7 tiles in each row. He wrote a multiplication equation using R standing for the number of rows he used.Write an equation R that Andy could have written.


Type III: Tasks assessing modeling Type III: Tasks

assessing modeling / applications / applications

HOW CAN I SUPPORT MY CHILD IN MATH? HOMEWORKAsk questions when your child gets stuck.

How would you describe the problem in your own words?

What do you know from the problem?

What do you want to find out?

Would it help to create a diagram? Draw a picture? Make a table?

What did classmates try when solving these problems?

HOW CAN I SUPPORT MY CHILD IN MATH? HOMEWORKSo they have an answer to the problem. Great! Check for understanding by asking questions!

How did you get your answer? Does your answer seem reasonable? Does that make sense? Why is that true? How would you prove that? Can you think of another strategy that might have

worked? Is there a more efficient strategy? Do you think this may work with other numbers? Do you see a pattern? Can you explain the pattern?

HOW CAN I SUPPORT MY CHILD IN MATH? ON THE WEB! Dreambox can be accessed at home

HOW CAN I SUPPORT MY CHILD IN MATH? WORK ON FLUENCY! Third grade: Know from memory all products

of two one-digit numbers. Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division.

Fourth grade: fluently add and subtract multi-digit whole numbers using the standard algorithm

Fifth grade: fluently multiply multi-digit whole numbers using the standard algorithm

HOW CAN I SUPPORT MY CHILD IN MATH? PLAY SOME GAMES!

Cards Cribbage Using a Football

or Soccer ball Dice License plate

game

“Playing games have proven to me that it really does build fluency.” ~Mrs. Tullo (Kinder)

Board games (i.e. Candy Land, Trouble, Chutes and Ladders, Monopoly, Yahtzee)

Bingo

PARENT RESOURCEShttp://www.kyrene.org/Page/2770

PARENT RESOURCEShttp://www.azed.gov/standards-practices/mathematics-standards/

PARENT RESOURCES

PARENT RESOURCEShttp://pta.org/parents/content.cfm?ItemNumber=2910

PARENT RESOURCES

THANK YOU FOR

COMING!

Liz MorrisMath Coach

[email protected]

Lisa LibertaAssistant [email protected]

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Documents

Parent Math night Arizona’s college and career ready standards (AZCCRS)