Transcript So What are Terms & Factors?

Mark Freathy
Give an overview of why the Common Core State
Standards were created.
How will the CCSS impact our instruction?
How will the new standards impact your child?
Let’s do some math!
A+ Countries
United States
A+ Countries
United States
A+ Countries
United States
This is what it means when critics say that
we have a curriculum that is……..
“mile-wide-inch-deep”
How Will This Affect My Child?
New math materials
Explain “Why” and “How do you know?”
Fewer topics, but each studied more in-depth
Use multiple methods to explain the same problem
Assessment will look different than the current CST
8
Testing is slated to begin in 2014-2015.
Smarter Balanced Assessment Consortium
• Testing for grades 3-8, and 11
• Computer based, but perhaps a pen and paper
option during time of transition
• Results are available in a couple of weeks—allowing
for use of formative data.
• Balanced approach to assessment
•
•
•
•
Concepts & Procedures
Problem Solving
Communicate Reasoning
Modeling and Data Analysis
Why multiple methods?
Fractional Thinking
Traditional
3
17 
4
Decomposition
17 4
3


1 4
4
68 3 65
 
4
4
4
1
 16
4
3
16  1  
4
4 3
16   
4 4
1
1
16 
 16
4
4
Number line
16
1
4
17
599
1 11
6000
 1472
Decomposition
5999 1
1472
4527 + 1= 4528
5000 900 90  10
1000 400 70  2
4000 + 500 + 20 + 8
= 4528
Making Connections with Decomposition
8+3
Ten Frame
Number line
0
11
8
10
Decomposition
11
8+3
8+2+1
11
5 + 6 = 11
Traditional
5+6=
Method #2
5+6=
Focus
Method #3
5+6=
5+5+1
10 + 1=
If my students can already know their math facts do I need to
make them show more than one way?
Making Connections
Integers
-5 + 6 =
-5 + 5 + 1 = 1
Break apart strategy leads
to Decomposition
Writing Mixed #’s
1
11 6 5
 
6 6
6
5
1
6
Having # Sense
85 + 47 =
85 + 15 + 32 =
132
This is an example of coherence in the Common Core
Standards.
Why does the Common Core put such a great
emphasis on strategies and understanding?
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.
15
Break Apart Strategy & Benchmark Numbers
(this will be called decomposition in later grades)
Making “10”
8+6=
8 + 2 + 4 = 14
Multiples of “10”
37 + 25 =
37 +3 +22 = 62
Making “100”
98 + 47 =
98 + 2 + 45=145
Now you try
7+5=
7 + 3 + 2 = 12
68 + 26 =
68 + 2 + 24 = 94
96 + 35 =
96 + 4 + 31= 131
This leads into the study and use of
“benchmark numbers”
Round 128 to the nearest Ten
Using <,>, or = compare
7
12
120
128
130
0
3
8
?
1
2
3
7

8 12
1
Using the number line to “add on”
245 – 178= 67
+2
178
+40
+20
180
+5
200
240 245
How far is it from 178 to
245 on the number line?
Using the number line to “add on”
You Try
68 – 29 = 39
+30
+1
29
30
+8
60
68
Using the number line to “add on”
You Try
500-261= 239
+30
+9
261
270
+200
300
500
A coherent strategy
the part/part/whole model
Whole
Part
?
Part
A tree has 8 birds in it. 3 birds fly
away. How many are left in the tree?
8
3
5
?
12 pieces of candy are shared equally among 3
students. How many will they each get?
12
n
4
4n
3n = 12
n=4
4n
What is ⅓ of 18?
18
n6
6
n=6
6
Use the bar model to solve word problems.
10 is ⅓ of what number?
n
10
10
n = 30
10
Use the bar model to solve word problems.
What is ¾ of 20?
20
5
5
15
5
5
Use the bar model to solve word problems.
2.5 is 20% of what number?
12.5
?
2.5
2.5
5
2.5
5
2.5
2.5
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%)
http://sampleitems.smarterbalanced.org/itempreview/sbac/index.htm
What can parents do?
1. Play math games with your child. For example, “I’m thinking of two
numbers whose product is between 20 and 30.
2. 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: 48 = (40 + 8) or (50 – 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?