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2013-2014. Common Core. How changes to the learning standards affect your child…. Purpose of Today’s Meeting: Hand out report cards Explain how changes affect grades in writing and math Illuminate changes to the district policy in breakdown of report card grades in math
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2013-2014 Common Core How changes to the learning standards affect your child….
Purpose of Today’s Meeting: • Hand out report cards • Explain how changes affect grades in writing and math • Illuminate changes to the district policy in breakdown of report card grades in math • Describe student expectations for math and writing with samples • Suggest ways in which you can help your child at home • Allow you to sign up for conference times
Please take a few moments to: look at your child’s report card, familiarize yourself with the contents of the folder (post test, performance task, and classwork) and read through the district letter (in green).We will be referring to all three throughout the meeting.
Why might my student be scoring lower on this report card than in past years? • Students are expected to understand, conceptually, every operation they perform and be able to justify their answers with several explanations that show this conceptual understanding. • Some students struggle in reading or writing, but are now required to effectively read math scenarios carefully and solve real world problems. They must then communicate their thinking, in writing, in a way that an audience several years younger would understand, still utilizing high-level vocabulary and reasoning skills. • 70% of the child’s grade is now derived from two tests at the end of each unit. Some children are nervous test-takers, or slip back into old habits only under testing conditions. Those grades stay on the report card for the trimester they are earned, but may be reevaluated in future trimesters.
Raul and Emily were playing a game in math class. They were each trying to win the round by placing the card with the greatest quotient. Raul played the card with the problem “910/52” and Emily played a card that read “240/12.” Who won this round? Explain your thinking utilizing words and pictures. Sample Common Core Math Question Knowing the new requirements, think about how you would answer this question… (4 points possible)
Let’s see how you did… You Scored 1 point if you answered: Emily won this round. You scored 2 points if you answered: Emily won this round because I divided 240 by 12 and got the answer 20 which is bigger than Raul’s quotient, which was 910 divided by 52 which is 17 and a half.
You earned a 3 if you answered: Emily won this round against Raul. I can prove this because I divided the dividend 240 by the divisor 12 and got the quotient 20 which is bigger than Raul’s quotient, which was the dividend 910 divided by the divisor 52 which is the quotient 17 and a half. Here’s my work: 020 017 R26 12)240 52)910 -24 -52 00 390 -00-364 0 26 Wondering what is required to earn a four???
Example of a 4: Emily clearly won this round against Raul. The dividend 240 divided by the divisor 12 results in the quotient 20, which is greater than Raul’s quotientof 17 and a half when he divided the dividend 910 divided by the divisor 52. Many people would solve this using the standard algorithm, like this: 020(Jenny’s Quotient)017 R26 (Raul’s Quotient) 12)240 52)910 -24 -52 00 390 -00-364 0 26 Another way to think about this problem is by using multiples. If you were to try to count to the number 240 by 12’s, it would take you 20 steps, like this: 12 24 36 48 60 72 84 96 108 120 132 144 156 168 180 192 204 216 228 240 (20 steps exactly) However, if you were to try to count to the number 910 by 52’s, it would take you merely 17 and a half steps, like this: 52 104 156 208 260 312 364 416 468 520 572 624 676 728 780 832 884 (only 17 steps with 26/52, or half, of a step left over to get to 910) As you can see, Emily is the clear winner with the higher quotient!
This is why your child (and teacher) are exhausted after math each day. So what’s the good news? • Your children are becoming great thinkers, problem solvers, collaborators, and critics. They are developing a work ethic that will benefit them throughout their lives and can defend their thinking. In a sense, they have become not just learners, but teachers. • They are lucky to experience this transition before the onset of middle and high school, where teachers have greater numbers of students and records have greater permanence. • This year your child will be tested with a new instrument, but scores will not be reported.
How will this effect • Merit and honor roll? • Placement for next year into honors classes? • Conferences? (please take a moment to sign up for a time slot during conference times if you are able)
How can I help my child? • Check for neatness, clarity, and precision in his or her math answers. Instead of answering with a response like “17,” your child should be learning to answer “There are 17 centimeters of redwood plank leftover after Sue cuts the three pieces she needs for the swing-set.” • Read your child’s explanations. When explaining his or her reasoning, your child shouldn’t simply be resorting to the standard algorithms, but should be able to clearly state WHY the method worked. Encourage clear transition words (like first, most importantly, or finally) and the use of examples to refer to in the response. • If your child is struggling with a particular concept, have him or her see me for math club before school by 8:00am, Monday through Thursday (any week I don’t have duty) where we will work together on that night’s homework and emphasize clear and precise responses. • Be patient with both frustrations and grades in the interim .
