Transcript CCSS for Parents Math (Hein)

Common Core Math
for Parents
Hein
Castello
Elliott Ranch
(Partners in Community & Education)
Goal for today
Explore and Answer These Questions:
Why and how were the Common Core State
Standards created?
How will the new standards affect your child?
Why teach multiple representations to do math?
What are the Smarter Balanced assessments?
How can you help your child?
Common Core Background
Developed by states as a collaborative initiative
Informed by other top performing countries, so that
all students are prepared to succeed in our global
economy and society
Aligned with college and career expectations
Common Core State Standards are more
rigorous!
Common Core State Standards are more
rigorous!
What does more rigorous mean???
Procedural Fluency
Conceptual
Understanding
Application &
Modeling
How will this change instruction & instructional
materials?
How Will This Affect My Child?
New math materials
Fewer topics, but each studied more in-depth
Use multiple representations to explain the same problem
The need to explain “Why” and “How do you know?”
Assessment will look different than the past CST
5
Smarter Balanced Assessments
http://sampleitems.smarterbalanced.org/itempr
eview/sbac/index.htm
Grade 5: This item builds on the progression of
fractions from grades 3 and 4.
Students are running in a relay
race. Each team will run a total of
2 miles. Each member of a team
will run 1 of a mile.
5
How many students will a team
need to complete the race?
Choose the correct number.
You may use the number line to
help find your answer
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
Multiple Representations
Instead of only emphasizing
computational skills, multiple
representations can help students make
the conceptual shift to…develop
algebraic thinking.
Making Connections with Decomposition
8+3
Ten Frame
Number line
0
11
8
10
Decomposition
11
8+3
8+2+1
11
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
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
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.
13
Make 10, why teach this?
Our number system is base ten
Needed for regrouping
More efficient than adding on with larger numbers
Supports decomposition & composition of numbers
7+5 =
7+3+2 =
Let’s look at how we can use benchmark numbers and
decomposition to develop number fluency
• Complete the “decade”
• Complete the “100”
• Complete the “1”
47+5 =
47+3+2 = 52
93+8 =
93+7+1 = 101
7 1
1  ?
8 8
Therefore…
5+6
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?
Therefore…
8+6
Break Apart (decomposition) Strategy
and Benchmark Numbers
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
A coherent strategy
the part/part/whole, or bar, 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
p
4
4p
3p = 12
p=4
4p
What is ⅓ of 21?
21
n7
7
n=7
7
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
What can parents do to promote mathematical thinking?
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: 18 = (10 + 8) or (20 – 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?
What can parents do to help with math
work at home?
Ask your child:
• How did you do that?
• How do you know that is right?
• Is there another way you can do that?
More prompting questions:
• What do you see?
• What do you know?
• What do you need to know?
• Can you draw a picture of that?
Questions?
Thanks for coming.
Now go home and read to your child!