COMMON CORE STATE STANDARDS MATHEMATICS TRAINING for PARENTS OF - PDF document

2/7/14 ¡ COMMON CORE STATE STANDARDS MATHEMATICS TRAINING for PARENTS OF K-2nd GRADE 2013-14 Jose is 12 years old and his grandfather is 66 years old. How many years ago was his grandfather ten times as old as Jose? Explain in writing the strategies and tools you used to determine your answer. ¡ 1 ¡

2/7/14 ¡ Assessed Assessed in in Depth De th vs. 2014-2015 2014- 2015 Breadth th (Nati tionwide) Less Less multi tiple ch choice, oice, Adopte ted by Common Common 45 sta tate tes more mo Core Core writte tten respon responses ses Sta tandards 2 ¡

2/7/14 ¡ Key Featu tures of Smarte ter Balanced Measures stu tudent t achievement t and growth th in En English language • arts ts/lite teracy and math themati tics in grades 3-8 and high school. Includes accommodati tions for stu tudents ts with th disabiliti ties and • En English language learners so th that t all stu tudents ts can demonstr trate te what t th they know. Administe tered online with th questi tions and performance ta tasks th that t • measure criti tical th thinking and problem solving skills. Ex Expecta tati tions of stu tudent t performance linked to to • inte ternati tional benchmarks. http:// www.smarterbalanced.org • Teach Teach les less, learn , learn m more ore Focu Focus s • Inte ternati tional comparisons • Pr Progr gressio ession n across ss gr grades es Coherence Coherence • Foundati tional skills for th the learning of alg algebra ebra • Conceptu tual understa tanding Rigor Rig or • Pr Proced edur ural l kno nowled wledge ge and nd fluenc fluency • Pr Problem lem so solving lving 3 ¡

2/7/14 ¡ 1. Make s 1. Make sen ense of e of problem problems an and pers d persev evere in ere in s solv olvin ing th them. 2. Reason abstr tractl tly and quanti tita tati tively. 3. Constr truct t viable arguments ts and criti tique th the reasoning of oth thers. 4. Model with th math themati tics. 5. Use appropriate 5. te to tools str trate tegically. 6. 6. Atte ttend to to precision. 7. Look for and make use of str 7. tructu ture. 8. 8. Look for and express regularity ty in repeate ted reason reasonin ing. . 7 • Conceptu tual Understa tanding- comprehension of concepts ts, operati tions, and relati tions-- supports ts rete tenti tion an and d prevents ts com common on errors errors • Pr Proced edur ural l Fluenc Fluency-carrying out t procedures procedu res flexibly, accurate tely, efficientl tly , an , and d appropriate tely • Str trate tegic Compete tence-ability ty to to formulate te, represent , an , and d so solve lve math themati tical problems • Adapti tive Reasoning-capacity ty for log logical ical thought, th t, reflecti tion, explanati tion, an and d justi tificati tion • Producti tive Di Dispositi tion-inclinati tion to to see math themati tics as sensib sensible, le, useful useful , an , and d worth thwhile , coupled with th a belief belief in in dilig diligen ence ce an and on d one’s e’s ow own ef efficacy icacy . . 4 ¡

2/7/14 ¡ EL ELA • Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, building on others’ ideas and expressing their own clearly. • Present information, findings, and supporting evidence clearly and concisely. Sta tandards for Math themati tical Practi tice } Sta tandard 3: Construct viable arguments and critique the reasoning of others (Students justify their conclusions, communicate them to others, respond to arguments of others, and ask useful questions to clarify or improve the arguments). } Sta tandard 6: Attend to precision (communicate precisely, use clear definitions in discussion with others, give carefully formulated explanations to each other, examine claims). Rev Revoice oice • So, what t you are saying is... • I th think I hear you saying... Math th Discourse Di Repeat t • Can you repeat t what t ____ ____ said in your own words? Talk Mov Talk Moves es • Can you repeat t what t ___ ___ and ___ ___ said in your own wo words? s? Reas Reason on • Do Do you agree or disagree with th what t ____ ____ said? Why? Ad Add on on • Who can add on to to what t ___ ___ said? • Who can add more to to th this _____? _____? Wait t • Take your ti time to to th think. We'l 'll wait. t. 5 ¡

2/7/14 ¡ } Counting and Cardinality } Operations & Algebraic Thinking } Number & Operations in Base Ten } Measurement & Data } Geometry } Operations & Algebraic Thinking } Number & Operations in Base Ten } Measurement & Data } Geometry 6 ¡

2/7/14 ¡ } 3. De Decompose numbers less th than or equal to to 10 into to pairs in more th than one way, e.g., by using objects ts or drawings, and record each decompositi tion by a drawing or equati tion (e.g., 5 = = 2 2 + + 3 3 and and 5 5 = = 4 4 + + 1). 1). } 4. For any number from 1 to to 9, find th the number th that t makes 10 when added to to th the given number, e.g., by using objects ts or drawings, and record th the answer with th a drawing or equati tion. } 35 + 7 } 57 + 23 7 ¡

2/7/14 ¡ } Apply properti ties of operati tions as str trate tegies to to add and subtr tract. t. Ex Examples: if 8 + 3 = 11 is known, th then 3 + 8 = 11 is also known. (Commuta tati tive property ty of additi tion.) To add 2 + 6 + 4, th the second tw two numbers can be added to to make a te ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associati tive property ty of additi tion.) } 37 + 18 + 13 + 12 } 55 + 99 + 1 } 6. Add and subtr tract t with thin 20, demonstr trati ting fluency for additi tion and subtr tracti tion with thin 10. Use str trate tegies such as counti ting on; making te ten (e.g (e.g., 8 + ., 8 + 6 = 6 = 8 + 8 + 2 + 2 + 4 = 4 = 10 + 10 + 4 = 4 = 14); 14); decomposing a number leading to to a te ten (e.g., 13 – – 4 = 13 – – 3 – – 1 = 10 – – 1 = 9); using th the relati tionship betw tween additi tion and subtr tracti tion (e.g., knowing th that t 8 + 4 = 12, one knows 12 – – 8 = 4); and creati ting equivalent t but t easier or known sums (e.g., adding 6 + 7 by creati ting th the known equivalent t 6 + 6 + 6 + 6 + 1 = 1 = 12 + 12 + 1 = 1 = 13). 13). 8 ¡

2/7/14 ¡ } 5. Given a tw two-digit t number, menta tally find 10 more or 10 less th than th the number, with thout t having to to count; t; explain th the reasoning used. } 39 – – 10 } 75 - 75 - 30 30 } 68 - 68 - 19 19 } 6. Subtr tract t multi tiples of 10 in th the range 10-90 from multi tiples of 10 in th the range 10-90 (positi tive or zero differences), using concrete te models or drawings and str trate tegies based on place value, properti ties of operati tions, and/or th the relati tionship betw tween additi tion and subtr tracti tion; relate te th the str trate tegy to to a writte tten meth thod and explain th the reason reasonin ing u used. sed. 9 ¡

2/7/14 ¡ } Mentally add 10 or 100 to a given Mentally add 10 or 100 to a given number 100–900, and mentally number 100–900, and mentally } Subtract 10 or 100 from a given Subtract 10 or 100 from a given number 100–900. number 100–900. 10 ¡

2/7/14 ¡ 5 + 8 + 2 7 + 6 + 3 12, 22, 32, ___, ___, ___ 237, 337, ___, ___, ___ 8 tens and 16 ones ______ 9 tens and 5 ones. 879: Take the digit in the tens place and add it to the digit in the ones place and what is the result? (Write an equation.) 879: Double the digit in the hundreds place and add it to the sum of the digit in the tens place and the digit in the ones place. What is the result? (Write an equation.) 28 + 32 17 + 29 + 23 18 + 17 + 3 17 + 17 + 17 + 17 + 17 87 – 22 56 - 18 11 ¡

2/7/14 ¡ SMARTER BALANCED RELEASED TEST QUESTIONS Ø New Common Core State Standards for Mathematics www.corestandards.org Ø National PTA Resources www.pta.org (Parent Guides to Student Success) Ø Kahn Academy: www.khanacademy.org Ø Smarter Balanced: www.smarterbalanced.org Ø LearnZillion: learnzillion.com 12 ¡

2/7/14 ¡ } QUESTIONS? 13 ¡