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    Edison Common Core

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    Edison Fye
    Edison Common Core. Presented at the College Readiness Conference hosted by the Division of College and Career Readiness at Edison State College on 4/20/13.

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    Edison Common Core

    Uploaded by

    Edison Fye
    32 views23 pages
    Edison Common Core. Presented at the College Readiness Conference hosted by the Division of College and Career Readiness at Edison State College on 4/20/13.

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    © Attribution Non-Commercial (BY-NC)

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    Edison Common Core. Presented at the College Readiness Conference hosted by the Division of College and Career Readiness at Edison State College on 4/20/13.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    32 views23 pages

    Edison Common Core

    Uploaded by

    Edison Fye
    Edison Common Core. Presented at the College Readiness Conference hosted by the Division of College and Career Readiness at Edison State College on 4/20/13.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 23

    Enriching the Mathematics Classroom

    Agenda

    Time on Task

    Mathematical Practices Vertical Alignment Visual Learners Chunking Self Discovery Activity
    Things work out best for those who make the best of how things work out.
    -John Wooden

    Mathematical Practices
    Math Content

    Math Practices

    Increased Student Engagement Increased Student Understanding Students who are College/Career Ready

    Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider attempt. They analogous consider analogous problems,problems, and try special and try cases special and cases simpler forms and simpler of the forms original of problem the original in order problem to gain in order insight to into gain its insight solution. Theyits into monitor solution. and They evaluate monitor their and progress evaluate and their change progress course and if necessary. change course Older if necessary. students might, Older depending students might, on the depending context of on the the problem, context of transform the problem, algebraic transform expressions algebraic or change expressions the viewing or change window the viewing on their window graphing on their calculator graphing tocalculator get the information to get the they need. Mathematically information they need. proficient Mathematically students proficient can explain students correspondences can between explain correspondences equations, verbal between descriptions, equations, tables, verbal and descriptions, graphs or draw diagrams tables, and ofgraphs important or draw features diagrams and relationships, of importantgraph features data, and and search for regularity relationships, graph data, or trends. and search Younger forstudents regularity might or trends. rely on using Younger students concrete objects or might pictures relyto on help using conceptualize concrete objects and solve or pictures a problem. to Mathematically help conceptualize proficient and solve students a problem. check Mathematically their answers to proficient problems using a different students check their method, answers and to they problems continually using ask a different themselves, method, Does this make and they continually sense? They ask can themselves, understand Does the this approaches make sense? of others They to solving can understand complex problems the approaches and identify of others correspondences to solving complex between problems different and identify approaches. correspondences between different approaches.

    Make sense of problems and persevere when solving them.

    Explain their thinking

    Analyze given information

    Make conjectures

    Try simpler/ special cases

    Plan a solution path

    Monitor their progress

    Check using a different method

    They ask, Does this make sense?

    Understand the approaches of others

    Make sense of problems and persevere when solving them.

    Make sense of problems and persevere when solving them.

    Activity

    Read through your math practice,

    With your group, design a studentfriendly poster about your math practice.

    Be prepared to share your math

    highlighting key
    words.

    practice and poster


    with the group.

    Common Core Standards

    An excerpt from Appendix A


    Watered-down courses which leave students to learn, to their peers and in postsecondary courses or for entry into many skilled professions upon graduation from high school are neither necessary nor desirable. The results of not providing students the necessary supports they need to succeed in high school are well-documented. Too often, after graduation, such students attempt to continue their education at 2-or 4-year postsecondary institutions only to find they must take remedial courses, spending time and money mastering high school level skills that they should have already acquired. Furthermore, research shows that allowing low-achieving students to take low-level courses is not a recipe for academic success (Kifer, 1993).

    CCSS the Content

    Where do we go from here? What do we need to know about the changes to the content standards? How do we start preparing?

    Step 1:

    Vertical Alignment

    Know what was required of students in previous grades and they were exposed to that information.

    Make references to what they learned before. Take time to find out how students learned key information so that you can make connections for them.

    Know how what youre teaching/not teaching impacts future learning.

    Common Core Standards are listed by grade level for k-8 and also by DOMAIN.

    www.illustrativemathematics.org offers a similar

    alignment by DOMAIN. This site makes the connection between k-5 and 6-8 standards.

    MACC.K.NBT.1.1
    MACC.3.NBT.1.2

    Adding using integer chips Place Value using integer chips Adding integers using integer chips Adding Polynomials using integer chips and algebra tiles

    MACC.7.NS.1.1

    MACC.912.A-APR.1.1

    Step 2:
    Chunking
    Group examples together to make connections among problems. Group sections in a chapter together to make connections within the chapter. Group sections throughout the text to show the relationship between concepts.

    We dont chunk with the intention of getting more in or talking faster.


    We chunk in order to make connections between concepts we previously taught as individual unconnected sections.

    Math for College Readiness Academic Plan


    Add/Subtract/Multiply/Divide Fractions

    2 Days Add/Subtract/Multiply/Divide Decimals


    Evaluate Algebraic Expressions

    1 Day

    Determine Solutions of Equations & Inequalities Absolute Value, Order of Operations

    1 Day

    Opposites, Reciprocals

    1 Day

    Combining Like Terms

    What We Know
    None of the material in these first days is new.

    In fact, a portion of it has been taught as isolated lessons since elementary school.

    Students have most likely been formally taught each of these topics a minimum of four times.

    Is this approach working?

    What We Know

    If secondary schools are seeing minimal results

    What could we do differently to maximize results?

    What approach havent we tried?

    What We Know
    Visual/Hands On Give them Algebra Tiles
    Give visual examples. Let students figure out how to collect like terms without the technical terms.

    Chunk Material

    Work with Combining Like Terms

    Once students are comfortable with the manipulatives, apply it to mathematics. Be cautious about moving on too quicklystudents need to commit the hands-on activities to memory! Once its there, toggle back and forth between the

    mathematics until they make the connections.

    Go Deeper

    Apply this to a real world situation

    Can Students apply the use of the manipulative to real world situations?

    What We Know
    Apply Knowledge Evaluating Expressions
    Once students are comfortable with the tiles and expressions, begin to use the tiles to evaluate. When evaluating, include fractions and decimals. If needed revisit fraction strips and decimal grids.

    Add Additional Material Include Relevant Information


    Take the time to ensure students understand the importance of order of operations in expressions, that they understand key concepts, and that they

    make the connections among the concepts.


    Be careful not to include extra information.

    Step 3:

    Visuals, Movement, Hands On

    Integer Chips for Visual Connections to Numbers

    Highlighting Key Facts

    Alternating Text Colors to Show Relationships

    Algebra Tiles to Show Properties and Perform Operations

    Equation Balances

    Human Graphing

    Fraction Strips

    Not all students are auditory learners. Being able to touch, see, and act out math concepts will help students understand why things are the way they are.

    Step 4:

    Experiment & Grapple

    Why is it important to allow time for students to attempt the problem independently? How does the discussion between student pairs allow students to revise their thinking?

    Activity

    Look through the standards/ academic plan for college readiness.

    Find material that could be chunked together.

    How will you chunk it?

    What concrete/visual material will you use to introduce the topic?

    How will you present the material?

    Wrap Up

    Try one new thing at a time and master it before trying something else. Math Talk, Chunking, Vertical Alignment, Ways to make Connections Questions?

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