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Mathematics Common Core State Standards

Mathematics Common Core State Standards. The user has control. Sometimes a tool is just right for the wrong use. Old Boxes. People are the next step If people just swap out the old standards and put the new CCSS in the old boxes into old systems and procedures into the old relationships

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Mathematics Common Core State Standards

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  1. MathematicsCommon Core State Standards

  2. The user has control • Sometimes a tool is just right for the wrong use.

  3. Old Boxes • People are the next step • If people just swap out the old standards and put the new CCSS in the old boxes • into old systems and procedures • into the old relationships • Into old instructional materials formats • Into old assessment tools, • Then nothing will change, and perhaps nothing will

  4. Standards are a platform for instructional systems This is a new platform for better instructional systems and better ways of managing instruction Builds on achievements of last 2 decades Builds on lessons learned in last 2 decades Lessons about time and teachers

  5. Grain size is a major issue • Mathematics is simplest at the right grain size. • “Strands” are too big, vague e.g. “number” • Lessons are too small: too many small pieces scattered over the floor, what if some are missing or broken? • Units or chapters are about the right size (8-12 per year) • Districts: • STOP managing lessons, • START managing units

  6. What mathematics do we want students to walk away with from this chapter? • Content Focus of professional learning communities should be at the chapter level • When working with standards, focus on clusters. Standards are ingredients of clusters. Coherence exists at the cluster level across grades • Each lesson within a chapter or unit has the same objectives….the chapter objectives

  7. Lesson study and chapter planning • Lesson study may be more than wonderful, it may be necessary • We have to learn more about the way students think about specific mathematics in specific well designed problems • We have to learn how to get student thinking out into the open where we can engage it

  8. Social Justice • Main motive for standards • Get good curriculum to all students • Start each unit with the variety of thinking and knowledge students bring to it • Close each unit with on-grade learning in the cluster of standards

  9. Why do students have to do math problems? • to get answers because Homeland Security needs them, pronto • I had to, why shouldn’t they? • so they will listen in class • to learn mathematics

  10. Why give students problems to solve? To learn mathematics. Answers are part of the process, they are not the product. The product is the student’s mathematical knowledge and know-how. The ‘correctness’ of answers is also part of the process. Yes, an important part.

  11. Wrong Answers • Are part of the process, too • What was the student thinking? • Was it an error of haste or a stubborn misconception?

  12. Three Responses to a Math Problem • Answer getting • Making sense of the problem situation • Making sense of the mathematics you can learn from working on the problem

  13. Answers are a black hole:hard to escape the pull • Answer getting short circuits mathematics, making mathematical sense • Very habituated in US teachers versus Japanese teachers • Devised methods for slowing down, postponing answer getting

  14. Answer getting vs. learning mathematics • USA: How can I teach my kids to get the answer to this problem? Use mathematics they already know. Easy, reliable, works with bottom half, good for classroom management. • Japanese: How can I use this problem to teach the mathematics of this unit?

  15. Butterfly method

  16. Use butterflies on this TIMSS item 1/2 + 1/3 +1/4 =

  17. Set up • Not: • “set up a proportion and cross multiply” • But: • Set up an equation and solve • Prepare for algebra, not just next week’s quiz.

  18. Foil FOIL • Use the distributive property • It works for trinomials and polynomials in general • What is a polynomial? • Sum of products = product of sums • This IS the distributive property when “a” is a sum

  19. Canceling x5/x2 = x•x• x•x•x / x•x x5/x5 = x•x• x•x•x / x•x• x•x•x

  20. Standards are a peculiar genre 1. We write as though students have learned approximately 100% of what is in preceding standards. This is never even approximately true anywhere in the world. 2. Variety among students in what they bring to each day’s lesson is the condition of teaching, not a breakdown in the system. We need to teach accordingly. 3. Tools for teachers…instructional and assessment…should help them manage the variety

  21. Differences among students • The first response, in the classroom: make different ways of thinking students’ bring to the lesson visible to all • Use 3 or 4 different ways of thinking that students bring as starting points for paths to grade level mathematics target • All students travel all paths: robust, clarifying

  22. Social Justice • Main motive for standards • Get good curriculum to all students • Start each unit with the variety of thinking and knowledge students bring to it • Close each unit with on-grade learning in the cluster of standards

  23. Mathematical Practices Standards • Make sense of complex problems and persevere in solving them. • Reason abstractly and quantitatively • Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. • Attend to precision • Look for and make use of structure 8. Look for and express regularity in repeated reasoning. College and Career Readiness Standards for Mathematics

  24. What key messages to communicate with principals? • Why elementary science and middle school math? • How will this work connect to other initiatives and efforts? • How will principal professional learning and support be organized? • What is the plan for REXO support & collaboration next year?

  25. Expertise and Character • Development of expertise from novice to apprentice to expert • Schoolwide enterprise: school leadership • Department wide enterprise: department taking responsibility • The Content of their mathematical Character • Develop character

  26. Two major design principles, based on evidence: • Focus • Coherence

  27. The Importance of Focus • TIMSS and other international comparisons suggest that the U.S. curriculum is ‘a mile wide and an inch deep.’ • “On average, the U.S. curriculum omits only 17 percent of the TIMSS grade 4 topics compared with an average omission rate of 40 percent for the 11 comparison countries. The United States covers all but 2 percent of the TIMSS topics through grade 8 compared with a 25 percent non coverage rate in the other countries. High-scoring Hong Kong’s curriculum omits 48 percent of the TIMSS items through grade 4, and 18 percent through grade 8. Less topic coverage can be associated with higher scores on those topics covered because students have more time to master the content that is taught.” • Ginsburg et al., 2005

  28. U.S. standards organization [Grade 1] • Number and Operations • … • Measurement and Geometry • … • Algebra and Functions • … • Statistics and Probability • …

  29. U.S. standards organization [12] • Number and Operations • … • Measurement and Geometry • … • Algebra and Functions • … • Statistics and Probability • …

  30. Draw a line to represent a 30 inch race course. Show where all four snails are when the first one crosses the finish line. Snail A 5 inches in 10 minutes Snail B3 inches in 20 minutes Snail C1 inch in 15 minutes Snail D6 inches in 30 minutes

  31. Making Sense of Tom, Dick and Harry Suppose that it takes Tom and Dick 2 hours to do a certain job, it takes Tom and Harry 3 hours to do the same job and it takes Dick and Harry 4 hours to do the same job. 1.How long would it take Tom, Dick and Harry to do the same job if all 3 men worked together? 2.Prepare an explanation on how to make sense of this problem. You will explain to elem. Teachers.

  32. Angel ran 30 laps around the gym in 15 minutes. (A lap is once around the track.) After her run Angel made this calculation: 30 ÷ 15 = 2 • What does the “2” tell you about Angel’s run? • How do you know that is what it tells you?

  33. Assessment • I. assessment and motivation • II. what students produce to be assessed

  34. Angel ran 30 laps around the gym in 15 minutes. (A lap is once around the track.) Her coach made this calculation: 15÷ 30= 0.5 c. What does the “0.5” tell you about Angel’s run? d. How do you know that is what it tells you?

  35. 1. Patti runs a 2.5 miles in 30 minutes. • Make a table and a double number line for Patti’s running; show at least 5 times. • How far did Patti run (distance, d) in 5 minutes? • Write a formula to calculate Patti’s distance (d) for any time (t)? d. How long did it take (time, t) Patti to run 2 miles? e. Write a formula to calculate Patti’s time (t) for any distance (d)?

  36. Her dog, Boe, runs twice as fast as Patti. • Represent his data in a table or double number line •   Write a formula to calculate Boe’s distance (d) for any time (t)? c. Write a formula to calculate Boe’s time (t) for any distance (d)?

  37. How would you calculate the rate, r, in miles, d, per minute, t? Write formulas using r, d, and t that show • Patti’s rate • Boe’s rate The rate is the speed

  38. Make up problems Here are three quantities: 4 pounds, $5, $1.25 per pound • Make up a problem that uses two of these quantities as givens and has the third as the answer. • Make up another problem switching around the givens and the answer. • Make up a third problem switching givens and answer.

  39. K-5: quantities and number line • Compare quantities, especially length • Compare by measuring: units • Add and subtract with ruler • Diagram of a ruler • Diagram of a number line • Arithmetic on the number line based on units • Representing time, money and other quantities with number lines

  40. Number line Ruler and number line concepts that are often underdeveloped. In elementary grades: A number is a point…a location… and also a length from 0. (like order and cardinality) Lengths between whole numbers are equal The length from 0 to 1 is the ‘unit’ length Any length can be partitioned into any number of equal length parts

  41. FractionsProgression • Understanding the arithmetic of fractions draws upon four prior progressions that informed the CCSS: • equal partitioning, • unitizing, • number line, • and operations.

  42. Units are things you count • Objects • Groups of objects • 1 • 10 • 100 • ¼ unit fractions • Numbers represented as expressions

  43. Units add up • 3 pennies + 5 pennies = 8 pennies • 3 ones + 5 ones = 8 ones • 3 tens + 5 tens = 8 tens • 3 inches + 5 inches = 8 inches • 3 ¼ inches + 5 ¼ inches = 8 ¼ inches • ¾ + 5/4 = 8/4 • 3(x + 1) + 5(x+1) = 8(x+1)

  44. Unitizing links fractions to whole number arithmetic • Students’ expertise in whole number arithmetic is the most reliable expertise they have in mathematics • It makes sense to students • If we can connect difficult topics like fractions and algebraic expressions to whole number arithmetic, these difficult topics can have a solid foundation for students

  45. Grade3:unit fractions • The length from 0 to1 can be partitioned into 4 equal parts. The size of the part is ¼. • Unit fractions like ¼ are numbers on the number line.

  46. Adding and multiplying Unit Fractions Whatever can be counted can be added, and from there knowledge and expertise in whole number arithmetic can be applied to newly unitized objects. Grade 4 • ¼ +1/4 + ¼ = ¾ • Add fractions with like denominators • 3 x ¼ = ¾ • Multiply whole number times a fraction; n(a/b) =(na)/b

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