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1PARENT MATH NIGHTOCTOBER 24, 2012

PRESENTED BY THE MATH CURRICULUM COMMITTEE:KELLY WHITMOREANNE PIZZIJEN PFEIFFERSHARON GRIFFINMELISSA ANTONELLISASHLEY LEGERROBIN MCFADDENAMY BINETTEDEBI OTOOLELAURIE BOSHCARRIE MCSWEENEY

Thoughts are so powerful. You've got to change the way you think in order to change the way you feel."---Robin Roberts

GOALS FOR THE NIGHTUnderstand the Common Core and expectations for student learningUnderstand the Standards of Mathematical PracticeLearning Expectations Document Discuss AssessmentsUnderstand GO Math vs. Everyday MathGO Math On-line Components for Parents/Students

The Promise of the Common Core Standards

These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states to work together to build on lessons learned from two decades of standards based reforms. It is time to recognize that standards are not just promises to our children, but promises we intend to keep. CCSSM p. 5History of the Common Core

Common Core State Standards Initiative (CCSSI) is a state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO)

The standards were developed in collaboration with teachers, school administrators, and experts to provide a clear and consistent framework to prepare our children for college and the workforce. CCSS has been adopted by 45 states, 1 territory (U.S. Virgin Islands), and the District of Columbia as of April 2012.

Fewer, higher, and clearer academic standards. Aligned with college and work expectations. Based on current educational research and evidence. Benchmarked to high-performing countries and states. Rigorous standards emphasizing skill and application of content.

PURPOSE OF THE CCSSCommon Core State Standards GoalsFocused and Coherent Curriculum

Include Rigor and Higher Order Skills

Align with College and Work Expectations

Internationally Benchmarked

Based on Research

Premise:

What students need for their future is as much about how they think as it is about what they know, and helping students succeed is as much about how we teach as about what we teach. Cathy Seeley, October 2011Author, Mathematics Teacher, Past Director ofMathematics for the Texas Education Agency

SPIRALING VS. UNIT MASTERY(Every Day Math vs. GO Math)Many concepts in a lesson vs. One concept per lessonOne Study Link vs. Four pages of workOngoing fact practice vs. Fact automaticityExposure vs. Mastery (not coverage)Limited problem solving vs. Embedded real world problem solvingExposure vs. Vocabulary mastery

DOMAINS IN THE COMMON COREKindergartenGrade 1Grade 2Grade 3Grade 4Grade 5Grade 6Grade 7Grade 8Counting and CardinalityOperations and Algebra - ThinkingNumber and Operations in base 10Measurement and DataGeometryNumber and Operations - FractionsRates and Proportional RelationshipsThe Number SystemExpressions and EquationsStatistics and ProbabilityFunctionsStandards for Mathematical Practice

Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.

Categorizing the Mathematical Practices

Math Sense-Making: Making sense and using appropriate precision. 1 Make sense of problems and persevere in solving them.6 Attend to precision.

Math Structure: Seeing structure and generalizing.7 Look for and make use of structure.8 Look for and express regularity in repeated reasoning. Math Drawings: Modeling and using tools.4 Model with mathematics.5 Use appropriate tools strategically.

Math Talk: Reasoning and explaining.2 Reason abstractly and quantitatively.3 Construct viable arguments and critique the reasoning of others.

Ma and Pa Kettle Reasonable Mathhttp://www.youtube.com/watch?v=GElsQdkT0V0

CPR OF THE COMMON CORE CConceptual Understanding What students will be expected to KNOW. These are the ideas that students should be developing as they work through the Common Core.

PProcedural UnderstandingWhat students will be expected to DO. These are the procedures and skills that enable students to access the ideas of mathematics.

R Representational Understanding How students will SHOW (Understand) what they know and can do. These are the drawings, models, and ways that students make their thinking visible.

Norfolks Learning ExpectationsDomainMathematical PracticesEnduring Understandings (What are the Big Ideas)Essential Questions (What will be investigated?)Key Concepts and Skills (What should children know and be able to do?)

The essence of mathematics is not to make simple things complicated, but to make complicated things simple.Dr. Stan GudderMath ProfessorUniversity of Denver

WHAT DO WE KNOW?Mastery is key. Children do not have all the prerequisite skills/vocabulary entering this year.There is an emphasis on problem solving and the language/vocabulary is difficult.For children in the upper grades, it is a new way of learning math.

GO MATH ONLINE-AT HOMESteps to get on-lineStudents LibraryStudent BooksAssigned Homework

https://www-k6.thinkcentral.comASSESSMENTSPrerequisite Skills InventoryBeginning of the Year AssessmentChapter AssessmentsMid-Year AssessmentEnd-of-Year AssessmentMCAS/PARCC Assessment (Partnership for Assessment of Career Readiness for College and Careers)

ASSESSMENTS:PARCC (Partnership for Assessment of Career Readiness for College and Careers)Replaces MCASScheduled for 2014-1015 school yearTests math fluency as well as math practicesHeavy in word problemsRigorous (perseverance)

http://www.parcconline.org/samples/item-task-prototypes