Transcript Welcome to Math Night

Welcome to
Common Core
Math Night
Grades K - 6
Fortune 500 Survey On Needed
Workforce Skills
Critical Thinking/Problem Solving
Oral and Written Communication
Teamwork/Collaboration
Information Technology Application
Leadership
Creativity/Innovation
Lifelong Learning/Self-direction/Work Ethic
Professionalism/Ethics/Social Responsibility
Common Core Mission Statement
The Common Core State 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 robust 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.
Common Core Standards
Have a more focused set of goals for each grade
level.
Stress critical thinking.
Expect students to move beyond memorizing
skills.
Standards for Mathematical Practice
1. Make sense of problems and persevere in solving them
…start by explaining the meaning of a problem and looking for entry
points to its solution
2. Reason abstractly and quantitatively
…make sense of quantities and their relationships to
problem situations
3. Construct viable arguments and critique the reasoning of others
…understand and use stated assumptions, definitions, and previously
established results in constructing arguments
4. Model with mathematics
…can apply the mathematics they know to solve problems arising in
everyday life, society, and the workplace
2011 © CA County Superintendents Educational Services Association
Standards for Mathematical Practice
5. Use appropriate tools strategically
…consider the available tools when solving a
mathematical problem
6. Attend to precision
…communicate precisely using clear definitions and calculate accurately
and efficiently
7. Look for and make use of structure
…look closely to discern a pattern or structure
8. Look for and express regularity in repeated reasoning
…notice if calculations are repeated, and look for both general methods
and for shortcuts
2011 © CA County Superintendents Educational Services Association
The Common Core standards require deeper
thinking and flexibility:
3RD GRADE
Develop understanding of fractions as
numbers.
3.NF.3. Explain equivalence of fractions in special cases,
and compare fractions by reasoning about their size.
Express whole numbers as fractions, and recognize
fractions that are equivalent to whole numbers.
Examples: Express 3 in the form 3 = 3/1; recognize that
6/1 = 6; locate 4/4 and 1 at the same point of a number
line diagram.
4TH GRADE
Use place value understanding and properties
of operations to perform multi-digit
arithmetic.
4.NBT.5. Multiply a whole number of up to four digits by a
one-digit whole number, and multiply two two-digit numbers,
using strategies based on place value and the properties of
operations. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
Pablo solved a multiplication problem using two
different methods. He made a mistake in either
Method W or Method Z.
5TH GRADE
Number and Operations—Fractions (NF)
Apply and extend previous understandings of
multiplication and division to multiply and
divide fractions.
5.NF.4. Apply and extend previous understandings of
multiplication to multiply a fraction or whole number by
a fraction.
5.NF.6. Solve real world problems involving
multiplication of fractions and mixed numbers, e.g., by
using visual fraction models or equations to represent the
problem.
How has instruction at PCY changed
to meet 21st century workforce skills,
the Common Core State Standards
and the changing assessments?
The Key to Drive Successful
Implementation
Teacher
Professional
Development and
On-Going Support
Teachers Development Group-TDG
Best practice seminars (4 days) focused on Habits
of Mind and Habits of Interaction
4 Studio Cycles to plan a lesson, observe it in
action and analyze instruction
Ongoing on line support and communication with
consultant and colleagues
Leadership coaching for administration
Studio Teacher Experience
Mathematical Habits of Mind
Thinking Like a Mathematician
Mathematical Habits of Mind
Mathematical Habits of Mind
Mathematical Habits of Interaction
Mathematical Habits of Interaction
Fixed Mindset vs. Growth Mindset
Carol Dweck
Fixed Mindset
Growth Mindset
Believe that ability is Believe that math
fixed and being good “smartness” grows
at math is a “gift”
with hard work
Fixed Mindset vs. Growth Mindset
Carol Dweck
Growth Mindset Video Clip
How to help your child at home
Your job is to help your child move towards an
answer, not solve the problem for him or her.
Have your child explain to you how he or she is
thinking and reasoning about the problem.
Let them grapple.
Resist the temptation to rescue your child.
Praise your child for qualities they can control like
effort and perseverance.
How to help your child at home
Ask open-ended questions:
“Explain your thinking.”
“How do you know?”
“What confuses you?”
“What do you understand?”
“What do you know about the problem?”
“What are you being asked to do?”
“If your math teacher were here, what
would he or she say?”
 “What ideas do you have for solving the
problem (i.e. drawing, using manipulatives,
role playing, etc.)
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Some of the slides have been taken from Torrey Pines Elementary School’s Math Night Presentation.