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Common Sense for the Common Core: Math Edition
- 1. Common Sense for the Common Core: Mathematics Edition Part One Sponsored by: TenMarks Presented by: Ben Curran & Neil Wetherbee Engaging Educators
- 2. Agenda • Explore the Common Core Shifts – Focus – Coherence – Rigor • Engage the Common Core – Collaboration – Resources • October 17 Preview • Contact Info
- 3. Shifts Creative Commons Photo Source: http://www.flickr.com/photos/brilliantmichael/4172218074/
- 4. Focus Creative Commons Photo Source: http://www.flickr.com/photos/nayukim/3969530649/
- 7. Creative Commons Photo Source: http://www.flickr.com/photos/onigiri_chang/5150193425/
- 8. 1.OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
- 9. 2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
- 10. 3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
- 11. 4.OA.3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
- 12. Rigor Creative Commons Photo Source: http://www.flickr.com/photos/pasukaru76/5268559005/
- 13. Deep Conceptual Understanding Creative Commons Photo Source: http://www.flickr.com/photos/jurvetson/3191311715/
- 14. 6.G.2 Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism.
- 15. 3.G.7 Relate area to the operations of multiplication and addition.
- 16. Application Creative Commons Photo Source: http://www.flickr.com/photos/bjornmeansbear/4297222176/
- 17. From 6.RP.3 Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?
- 18. 3.MD.1 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes
- 19. Fluency Creative Commons Photo Source: http://www.flickr.com/photos/somegeekintn/4048155967/
- 20. 3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
- 21. 6.NS.3 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
- 22. Expected Fluencies GRADE 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
- 25. Tools for Collaboration Photo source: http://www.flickr.com/photos/batega/1596898776/
- 31. #ccchat
- 34. The Hunt Institute’s YouTube Channel http://www.youtube.com/user/TheHuntInstitute
- 35. Math Common Core Coalition http://bit.ly/nctmc ommoncore
- 36. http://engagingeducators.com/blog @engaginged
- 38. Next webinar! • October 17, 2012—4:00 PM Eastern • Topic: Common Core Assessment • Register here: http://bit.ly/tenmarkswebinar2
- 39. Contact Us • TenMarks.com – @TenMarks – info@tenmarks.com – Tenmarks.tumblr.com • EngagingEducators.com – @EngagingEd – contact@engagingeducators.com – Engagingeducators.com/blog
Editor's Notes
- 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.