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Common Sense for the Common Core: Math Edition
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Common Sense for the Common Core: Math Edition

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A common sense approach to the Common Core State Standards. In this presentation we discuss the instructional shifts that the CCSS call for as well as ways for teachers to engage the core through ...

A common sense approach to the Common Core State Standards. In this presentation we discuss the instructional shifts that the CCSS call for as well as ways for teachers to engage the core through connecting and collaborating.

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  • Our mission—learn as much as we can, share it with other educators in helpful ways, ways that make sense.
  • Big resource: achievethecore.org, founded by several authors of the ccss. Our hope is to present some of the ideas found there in a way that’s easy to understand. If survey tool available, get grade levels and CCSS experience/knowledge level. Encourage question box use.
  • No more racing to cover topics in a mile-wide, inch deep curriculum. Teachers are asked to focus on the major work of each grade. Key priorities are identified and specifically named in the standards.
  • Coherent progressions from grade to grade. Build on previous years. Each year is an extension of all the learning before it.
  • Example of coherence in the standards for operations and algebraic thinking in grades 1 – 4.
  • Not so easy to define, but the CCSS identifies 3 elements to rigor
  • Students should see mathematics as more than just a series of steps to follow.
  • Just an example of conceptual understanding
  • Math is supported and taught in context.
  • Examples of standards with application built in
  • Speed, accuracy, and calculation. Practice and fluency gives students access to more complex work.
  • Examples of fluency explicitly stated in the standards
  • Of course these shifts are not the only changes. Spending time digging into your grade level’s standards will be revealing. You’ll notice how content has been shifted around. Many early grade teachers notice shifts in when students learn about money and time. Upper elementary teachers notice the absence of requirements about reducing fractions to lowest terms. And middle and high school students have noted that there are no requirements to simplify expressions.REMEMBER: The standards clearly state that they represent WHAT to teach, not HOW to teach it. (and they also clearly state that they should represent the floor, not the ceiling. In other words, if you want to require your students to reduce fractions, that’s up to you.) Have a question? Now’s when we’d usually take them, but to keep things going, please jot it down or add it to the questions box in your control panel.
  • Get active…collaborate and connect. The change is going to be defined and made possible by teachers. Engage the standards, don’t just let them be forced upon you.
  • Follow us!
  • Connect with other educators & find resources
  • Weekly resource roundups, frequent posts
  • Please add your questions to the question box, we’ll be answering them shortly.
  • We’ll be looking at the information and examples that are coming out of the two consortia charged with designing and creating assessments.

Common Sense for the Common Core: Math Edition Common Sense for the Common Core: Math Edition Presentation Transcript

  • Common Sense for the Common Core: Mathematics Edition Part One Sponsored by: TenMarks Presented by: Ben Curran & Neil Wetherbee Engaging Educators
  • Agenda• Explore the Common Core Shifts – Focus – Coherence – Rigor• Engage the Common Core – Collaboration – Resources• October 17 Preview• Contact Info
  • ShiftsCreative Commons Photo Source: http://www.flickr.com/photos/brilliantmichael/4172218074/
  • FocusCreative Commons Photo Source: http://www.flickr.com/photos/nayukim/3969530649/
  • Content Priorities
  • Creative Commons Photo Source:http://www.flickr.com/photos/onigiri_chang/5150193425/
  • 1.OA.2Solve word problems that call for additionof three whole numbers whose sum is lessthan or equal to 20, e.g., by using objects,drawings, and equations with a symbol forthe unknown number to represent theproblem.
  • 2.OA.1Use addition and subtraction within 100 tosolve one- and two-step word problemsinvolving situations of adding to, takingfrom, putting together, taking apart, andcomparing, with unknowns in allpositions, e.g., by using drawings andequations with a symbol for the unknownnumber to represent the problem.
  • 3.OA.8Solve two-step word problems using thefour operations. Represent these problemsusing equations with a letter standing forthe unknown quantity. Assess thereasonableness of answers using mentalcomputation and estimation strategiesincluding rounding.
  • 4.OA.3Solve multistep word problems posed withwhole numbers and having whole-numberanswers using the four operations,including problems in which remaindersmust be interpreted. Represent theseproblems using equations with a letterstanding for the unknown quantity. Assessthe reasonableness of answers usingmental computation and estimationstrategies including rounding.
  • RigorCreative Commons Photo Source: http://www.flickr.com/photos/pasukaru76/5268559005/
  • Deep Conceptual UnderstandingCreative Commons Photo Source: http://www.flickr.com/photos/jurvetson/3191311715/
  • 6.G.2Find the volume of a right rectangularprism with fractional edge lengths bypacking it with unit cubes of theappropriate unit fraction edge lengths, andshow that the volume is the same aswould be found by multiplying the edgelengths of the prism.
  • 3.G.7Relate area to theoperations of multiplicationand addition.
  • ApplicationCreative Commons Photo Source: http://www.flickr.com/photos/bjornmeansbear/4297222176/
  • From 6.RP.3Solve unit rate problems including thoseinvolving unit pricing and constant speed.For example, if it took 7 hours to mow 4lawns, then at that rate, how many lawnscould be mowed in 35 hours? At what ratewere lawns being mowed?
  • 3.MD.1Tell and write time to the nearest minuteand measure time intervals in minutes.Solve word problems involving additionand subtraction of time intervals in minutes
  • FluencyCreative Commons Photo Source: http://www.flickr.com/photos/somegeekintn/4048155967/
  • 3.NBT.2Fluently add and subtract within 1000using strategies and algorithms based onplace value, properties ofoperations, and/or the relationshipbetween addition and subtraction.
  • 6.NS.3Fluently add, subtract, multiply, and dividemulti-digit decimals using the standardalgorithm for each operation.
  • Expected FluenciesGRADE FLUENCY K Add/Subtract within 5 1 Add/Subtract within 10 2 Add/Subtract within 20 (mentally) Add/Subtract within 100 3 Multiply/Divide within 100 Add/Subtract within 1000 4 Add/subtract within 1,000,000 5 Multi-digit multiplication 6 Multi-digit division Multi-digit decimal operations
  • Q&APhoto source: http://www.flickr.com/photos/debord/4932655275/
  • Tools for Collaboration Photo source: http://www.flickr.com/photos/batega/1596898776/
  • http://diigo.comhttp://bit.ly/ccssdiigo
  • http://pinterest.com
  • http://wikispaces.com
  • http://LiveBinders.com
  • Photo Source:http://www.flickr.com/photos/julianrod/164361288
  • #ccchat
  • http://illustrativemathematics.org
  • http://bit.ly/commoncorenc
  • The Hunt Institute’s YouTube Channelhttp://www.youtube.com/user/TheHuntInstitute
  • Math Common Core Coalition http://bit.ly/nctmc ommoncore
  • http://engagingeducators.com/blog @engaginged
  • Q&APhoto source: http://www.flickr.com/photos/debord/4932655275/
  • Next webinar!• October 17, 2012—4:00 PM Eastern• Topic: Common Core Assessment• Register here:http://bit.ly/tenmarkswebinar2
  • Contact Us• TenMarks.com – @TenMarks – info@tenmarks.com – Tenmarks.tumblr.com• EngagingEducators.com – @EngagingEd – contact@engagingeducators.com – Engagingeducators.com/blog