Ccss how are arlington teachers preparing boe feb 2011 v2

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Ccss how are arlington teachers preparing boe feb 2011 v2

  1. 1. Common Core Standards in Mathematics How are Arlington teachers preparing? Dawn Galente, ACSD Curriculum Supervisor in Mathematics
  2. 2. <ul><li>While there are some changes in the content that will be covered at each grade level… </li></ul><ul><li>The biggest changes represented by the Common Core State Standards (CCSS) are pedagogical. </li></ul><ul><li>The aim is a deeper conceptual understanding than has been required by previous state standards. </li></ul>
  3. 3. Common Core Standards Overview Days <ul><li>Teachers at each grade level gathered </li></ul><ul><li>Half day overview of ELA, half day overview of Math </li></ul><ul><li>Opportunity to review the new standards and ask questions </li></ul><ul><li>Opportunity to tell us what supports they would like </li></ul>
  4. 4. Teachers Requested <ul><li>Clarification on some standards </li></ul><ul><li>Examples of models and ways to incorporate them in teaching </li></ul><ul><li>Examples of multiple strategies and how to teach them </li></ul><ul><li>Ways to differentiate- supports and extensions </li></ul><ul><li>Resources- activities, materials, program supports </li></ul>
  5. 5. Moving Forward <ul><li>In-service courses such as “Introduction to the CCSS in Mathematics” and “Developing Mathematical Ideas” </li></ul><ul><li>Revision and addition of materials to Atlas </li></ul><ul><ul><li>Good models for various concepts </li></ul></ul><ul><ul><li>Which strategies to emphasize </li></ul></ul><ul><ul><li>Differentiation support </li></ul></ul><ul><li>Individualized building/grade level/teacher support: grade level meetings, PLCs, model lessons, coaching- whatever is needed </li></ul>
  6. 6. Two Big Themes in CCSS… <ul><li>Multiple Strategies </li></ul><ul><ul><li>Good mathematical thinkers have access to many approaches to solving problems, including traditional algorithms, and can choose which strategy is most efficient for each problem </li></ul></ul><ul><li>Modeling in Mathematics </li></ul><ul><ul><li>How do we represent mathematical situations with physical, pictorial, verbal, graphical, and formulaic means? </li></ul></ul>
  7. 7. Multiple Strategies <ul><li>How can we multiply 29 x 4? </li></ul><ul><li>Traditional strategy (9 x 4, “carry” the 3, 2 x 4 + 3…) </li></ul><ul><li>30 x 4 = 120; subtract 1 group of 4 </li></ul><ul><li>9 x 4 = 36; 20 x 4 = 80; 80 + 36 = 116 </li></ul><ul><li>25 x 4 = 100; 4 x 4 = 16; 100 + 16 =116 </li></ul>
  8. 8. Modeling
  9. 9. 5.NF.4 Multiplying a Whole Number by a Fraction can be thought of as 4 groups of 2/3… can be thought of as ½ of a group of 1/3… 2 3 x 4 8 3 = 1 2 1 3 x 1 6
  10. 10. 5.NF.3 Fractions as Division- 3 candy bars, 4 people- how much does each get? If you split each bar into the number of shares needed, this works easily… Each person gets 3 x ¼, or ¾ of a bar.
  11. 11. 5.NF.7 Division of a unit fraction How can I share 1/3 of a candy bar with 4 people? That 1/3 section must be broken into 4 pieces. But to find the size of each piece, the whole needs to be broken into equal pieces. 1 3 ÷ 4 There are 12 in all. So 1 3 ÷ 4 is 1/12.

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