Transcript 3rd/4th presentations

WELCOME
Vision
Graduating lifelong learners
who will successfully compete,
lead, and positively impact the world.
Mission
It is our mission to provide
extraordinary educational
opportunities to every learner.
To ensure our success today…
Take time to meet and share with other grade levels
Engage in today's activities enthusiastically and stay focused
Be open to divergent perspectives and other participants' point of view
Share in the responsibility for the success of today's work
Limit side conversations during the direct instruction portions of the day
Use of technology (cell phone, laptop, iPad, etc.) is purposeful and related to
training
District Systems Focus:
Guaranteed & Viable Curriculum
Develop and retain a highly effective workforce
Objectives
• Educate Teachers/Administration about AZCCRS/PARRC
• Help Have Answers to Parent Questions
• Resources for Parents
• How will you child's learning look different?
• Different Parent Night Formats
What is Common Core?
Are the AZCCRS the same as CCSS?
What are the benefits of sharing the same
standards with other states?
Video
New Focus
FEWER TOPICS
CLEARER FOCUS
HIGHER EXPECTATIONS
The AZCCRS...
Mirror the Common Core State Standards
Create equity from state to state
Modeled after top states and countries
Common grade level standards
Develops critical thinking strategies
Promotes long term memory learning
Prepares our children for the future not the past
What is the State Assessment ?
Is Arizona replacing AIMS with
PARCC???
If PARCC is not adopted will our AZCCRS go
away?
DVUSD K-8 District
Math Resource
Conceptual
Understanding
Procedural
Knowledge
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Pictorial
Comparing Math Strategies
Read/Write/Draw
=
Model Drawing
Twenty-four people line up to use the canoes at the park. Three people
are assigned to each canoe.
Comparing Math Fluency
Sprints
=
Fluency
= Sprints
Comparing Math Tools
Tape Diagram
Number Bonds
Place Value Disks
Ten Frames
Part-Part-Whole
Bar Model
Number Bonds
Place Value Disks
Ten Frames
Part-Part-Whole
How is the learning
experience
different for
our kids?
Problem Solving
Representing
Explain Thinking
Write Equations
Let's Problem Solve
SUBTRACTION
SUBTRACTION
52 - 37
How did you
learn this?
SUBTRACTION
52 - 37
4
1
52
- 37
15
Does this
look familiar?
SUBTRACTION
52 - 37
What if
an algorithm
didn't exist?
Let's back up!
SUBTRACTION
52 - 37
52=
10
10
10
10
10
10
10
5
10
1
5
10
1
1
1
PLACE VALUE
52 - 37
52
- 30
22
- 2
20
-5
15
Is there
another way?
COUNTING UP
52 - 37
10
37
3
47 50
2
52
COMPENSATION
52 - 37
Add 3 to each number
15
3
7
40
52
55
SUBTRACT
3241
-2670
Which efficient strategy will
you use to solve a problem
with larger numbers?
SUBTRACT
3241
-2670
3000 200 40 1
- 2000 600 70 0
1000
1
need 30
need 400
more
more
- 400
600
- 30
570
+
1
DECOMPOSE
3241
-2670
3241
-2000
1241
- 600
641
- 70
571
COUNT UP
3241
-2670
300
30
2670
2700
241
3000
3241
LESS HOPS
3241
-2670
330
2670
241
3000
3241
MULTIPLICATION
Dot Cards
How
many dots do you see? How do
you know?
Is there
another way to count these dots?
Begin thinking about Multiplication...
Tim and his 3 friends have 8 dollars each.
money do they have altogether?
How much
Repeated Addition...
4x8
8
4
4+4+4+4+4+4+4+4
or
8+8+8+8
What is the most efficient
way to count the unit squares?
Use facts you know...
4x8
8
4+4+4+4+4+4+4+4
or
8+8+8+8
4
5
What is the most efficient
way for ME to count the unit
squares?
4
20
3
12
3rd Grade Multiplication...
4x8
8
4+4+4+4+4+4+4+4
or
8+8+8+8
4
4
What is the most efficient
way to count the unit squares?
4
16
4
16
How would you do this
problem?
9 x 13
FRACTIONS
Fractions
DENOMINATORS
GRADE LEVEL
3rd Grade
4th Grade
2,3,4,6,8
2,3,4,5,6,8,10,12,1
00
5th/6th Grade 2,3,4,5,6,8,9,10,12,15,
16,100
FRACTION KITS
1 WHOLE
1
1
2
2
1
1
3
1
3
1
3
1
4
1
4
1
4
1
5
1
5
1
6
4
1
5
1
1
5
1
6
1
5
1
6
1
6
1
6
6
1
1
1
1
1
1
1
1
8
8
8
8
8
8
8
8
What is the most efficient way to count
these squares?
You know your
mutliplication facts up
to the 10's
Use your 10's and
facts you know
10 3
90
9
27
Use your 10's and
facts you know
10 3
50
5
15
40
4
12
How would you do this
problem?
15 x 16
What is the most efficient way to count
these squares?
You know your
mutliplication facts up
to the 10's
10
6
10
100
60
5
50
30
MULTIPLICATION
15 x 16
30
60
(6 x 5)
50
100
(6 x 10)
240
(10 x 5)
(10 x 10)
MULTIPLICATION
3
15 x 16 16
30
x 15
60
1 80
50
+16
100
240
240
Other examples...
6x156
100
6
600
50
6
300
36
600+300+36=
936
Other examples...
24x37
30
20
4
7
600
140
120
28
600+140+120+28
600+100+100+40+20+20+8
88
8
DIVISION
4th Grade Engage Example
Developing Conceptual Understanding
36
3 tens 6 ones
3
84
3
8 tens 4 ones
3
3
Developing Conceptual Understanding
96cm
3
96 cm
546
3
Problem from the past...
6
798
Now with context it has meaning...
John and his 5
friends earned $798
in a garage sale. If
they split the money
evenly among them,
how much will each
get?
6 $798
6 $798
798
-600
198
$100
$100
$100
$100
$100
$100
6 $798
798
-600
198
-120
78
$100
$20
$100
$20
$100
$20
$100
$20
$100
$20
$100
$20
798
-600
198
-120
78
-60
18
6 $798
$100
$20
$10
$100
$20
$10
$100
$20
$10
$100
$20
$10
$100
$20
$10
$100
$20
$10
798
-600
198
-120
78
-60
18
-18
0
6 $798
$100
$20
$10
$3
$100
$20
$10
$3
$100
$20
$10
$3
$100
$20
$10
$3
$100
$20
$10
$3
$100
$20
$10
$3
798
-600
198
-120
78
-60
18
-18
0
6 $798
Each person gets
his fair share of $133.
100
$100
$20
$10
$3
$100
$20
$10
$3
$100
$20
$10
$3
$100
$20
$10
$3
$100
$20
$10
$3
$100
$20
$10
$3
?
6
798
?
6
798
6
798
100
6
600
20
120
10 3
60
18
798
6
100
6
600
100
6
20
10
120
60
3
18
+ 20 + 10 + 3
600+120+60+18
6
133
6 798
600
100
20
10
3
120
60
18
Area = 798
-6 0 0
6x100
198
-1 2 0
6x20
78
- 60
18
- 18
0
6x10
6x3
6 798
-6 0 0
6x100
198
-1 2 0
6x20
78
- 60
18
- 18
0
6x10
6x3
133
133
6 798
6 798
-6 0 0
198
-1 2 0
78
- 60
18
- 18
0
6x100
-6
6x20
19
-1 8
6x10
6x3
18
-1 8
0
FRACTIONS/
DECIMALS
Fractions
DENOMINATORS
GRADE LEVEL
3rd Grade
4th Grade
2,3,4,6,8
2,3,4,5,6,8,10,12,1
00
5th/6th Grade 2,3,4,5,6,8,9,10,12,15,
16,100
FRACTION STRIPS
1 WHOLE
1
1
2
2
1
1
3
1
3
1
3
1
4
1
4
1
4
1
5
1
5
1
6
4
1
5
1
1
5
1
6
1
5
1
6
1
6
1
6
6
1
1
1
1
1
1
1
1
8
8
8
8
8
8
8
8
1
1
1
1
1
1
1
1
1
1
10
10
10
10
10
10
10
10
10
10
1
12
1
12
1
12
1
12
1
12
1
12
1
12
1
12
1
12
1
12
1
12
1
12
DECIMAL STRIPS
1 Whole = 1.00
0.50
0.50
0.33
0.33
0.25
0.20
0.10
0.10
0.25
0.20
0.10
0.25
0.20
0.10
0.33
0.10
0.10
Decimal Table Link
0.25
0.20
0.10
0.10
0.20
0.10
0.10
1 WHOLE
1
1
2
2
1
1
3
3
1
4
1
4
5
10
10
4
1
5
1
1
4
1
1
3
1
1
Manipulatives
progress from
fractions,
decimal, to
percent kits.
1
1
5
1
1
10
10
1
5
1
1
10
10
5
1
1
10
1
10
1
10
10
1 Whole = 1.00
0.50
0.50
0.33
0.33
0.25
0.25
0.20
0.10
0.33
0.20
0.10
0.10
0.25
0.20
0.10
0.10
0.25
0.20
0.10
0.10
0.20
0.10
0.10
0.10
1 WHOLE = 100%
50%
50%
33 %1
33 %1
3
3
25%
20%
10%
3
25%
20%
10%
33 %1
10%
25%
20%
10%
10%
25%
20%
10%
10%
20%
10%
10%
10%
WHAT CAN WE DO
AS PARENTS?
WHAT CAN WE DO
AS PARENTS?
Become familiar with your child's standards
Don't rush your child's learning
Ask your child to share with you how they are
learning math
Talk positive about math
Emphasize math in everyday activities and
games
family
Ask Your Child if there is another way to solve the same
problem
PARENT
RESOURCES
Websites and Videos
Commoncore.org/parents
http://commoncore.org/parents
Examples of New Strategies: Kindergarten – 5th Grade
EngageNY.org
https://www.engageny.org/common-core-curriculum
Lessons and Standards
Learnzillion.com
https://learnzillion.com
Conceptual Videos Based On Grade Level Standards
Arizona Department of Education
http://www.azed.gov/azccrs/mathstandards/
AZCCRS State Curriculum Documents
http://commoncore.org/parents
2nd Grade
I need help with my child's second grade math. I
don't understand the new adding and subtracting
strategies.
4th Grade
My kid has to draw a picture
representing equivalency???
https://learnzillion.com
My daughter is struggling with functions in her 8th grade
math class. Where can I get some help?
PARENT
RESOURCES
Parent Road Maps
http://www.cgcs.org/site/Default.aspx?PageID=244
Questions???
and
Feedback
THANK
YOU!