Common Core Standards in Mathematics<br />How are Arlington teachers preparing?<br />Dawn Galente, ACSD Curriculum Supervi...
While there are some changes in the content that will be covered at each grade level…<br />The biggest changes represented...
Common Core Standards Overview Days<br />Teachers at each grade level gathered<br />Half day overview of ELA, half day ove...
Teachers Requested<br />Clarification on some standards<br />Examples of models and ways to incorporate them in teaching<b...
Moving Forward<br />In-service courses such as “Introduction to the CCSS in Mathematics” and “Developing Mathematical Idea...
Two Big Themes in CCSS…<br />Multiple Strategies<br />Good mathematical thinkers have access to many approaches to solving...
Multiple Strategies<br />How can we multiply 29 x 4? <br />Traditional strategy (9 x 4, “carry” the 3, 2 x 4 + 3…)<br />30...
Modeling<br />
5.NF.4 Multiplying a Whole Number by a Fraction<br />2<br />8<br />1<br />1<br />1<br />3<br />3<br />2<br />3<br />6<br /...
5.NF.3 Fractions as Division- 3 candy bars, 4 people- how much does each get?<br />If you split each bar into the number o...
5.NF.7 Division of a unit fraction <br />1<br />1<br />3<br />3<br />How can I share 1/3 of a candy bar with 4 people?<br ...
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Ccss how are arlington teachers preparing boe feb 2011

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Ccss how are arlington teachers preparing boe feb 2011

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

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