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Parent Math night Arizona’s college and career ready standards (AZCCRS)

Parent Math night Arizona’s college and career ready standards (AZCCRS). Monte Vista April 3, 2014 3 rd Grade 4 th Grade 5 th Grade. Liz Morris Math Coach emorris@kyrene.org Lisa Liberta Assistand Principal lliber@kyrene.org. Workshop objectives.

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Parent Math night Arizona’s college and career ready standards (AZCCRS)

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  1. Parent Math nightArizona’s college and career ready standards(AZCCRS) Monte Vista April 3, 2014 3rd Grade 4th Grade 5th Grade Liz Morris Math Coach emorris@kyrene.org Lisa Liberta Assistand Principal lliber@kyrene.org

  2. Workshop objectives • What are Arizona College and Career Ready Standards (ACCRS) and why are they different? • Do the math! • Procedural Math vs. Conceptual Math • How can I support my child in math? • Questions?

  3. Arizona college and career ready standards http://vimeo.com/51933492

  4. Arizona college and career ready standards • The AZCCRS Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. • The standards are designed to be focused, coherent, and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. • With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy. http://www.corestandards.org

  5. AZCCRS in Mathematics • research and evidence based, • aligned with college and work expectations, • rigorous, and • Internationally benchmarked. www.azed.gov

  6. Video http://safeshare.tv/w/RjBUcAxjkv

  7. Do the math! 45 X 36 = _____ 360 X 18 = ____ 5.NBT.B.5 B: Perform operations with multi-digit whole numbers and with decimals to hundredths. Fluently multiply multi-digit whole numbers using the standard algorithm. In prior grades, students used various strategies to multiply. Students can continue to use these different strategies as long as they are efficient, but must also understand and be able to use the standard algorithm. In applying the standard algorithm, students recognize the importance of place value. Example: 123 x 34. When students apply the standard algorithm, they, decompose 34 into 30 + 4. Then they multiply 123 by 4, the value of the number in the ones place, and then multiply 123 by 30, the value of the 3 in the tens place, and add the two products.

  8. Procedural vs. Conceptual • “Action sequences for solving problems.” • Rittle-Johnson & Wagner (1999) • “Like a toolbox, it includes facts, skills, procedures, algorithms or methods.” • Barr, Doyle et. el. (2003) • “Learning that involves only memorizing operations with no understanding of underlying meanings.” • Arslan (2010) • “Ideas, relationships, connections, or having a ‘sense’ of something.” • Barr, Doyle et. el. (2003) • “Learning that involves understanding and interpreting concepts and the relations between concepts.” • Arslan (2010) • “To know why something happens in a particular way.” • Hiebert and Lefevre(1986)

  9. Do the math! Multiplication Equations: • 45 X 36 = • 45 X 36 Equations: • 45 X 36 = Strategies: Break apart both numbers by place value (40 + 5) X (30 + 6) 5 40 30 X 5 = 150 30 40 X 30 = 1,200 40 X 6 = 240 6 X 5 = 30 6 1,200 + 240 = 1,440 1,440 + 150 = 1,590 1,590 + 30 = 1,620 PROCEDURAL CONCEPTUAL

  10. Do the math! Multiplication Equations: • 360 X 18 = • 360 X 18 Equations: • 360 X 18 = Strategies: Halving and Doubling • Double 360 to 720 • Half 18 into 9 720 X 9 = 700 X 9 = 6300 20 X 9 = 180 6300 + 180 = 6,480 PROCEDURAL CONCEPTUAL

  11. Algorithm vs. strategies • Algorithm - a step-by-step procedure for solving a problem • US Standard Algorithms • Carrying the 1 in addition – 4th Grade • Borrowing in subtraction – 4th Grade • Carrying in multiplication – 5th Grade • Long division – 6th Grade • Strategies– build to an understanding of the operations used in solving problems

  12. Multiplication Strategies • Direct Modeling - 6 x 3 • Pictures, Number Line

  13. Multiplication Strategies • Distributive Property (Break Apart) - 6 x 7

  14. Common Multiplication and Division situations National Research Council (

  15. AIMS vs. Parcc

  16. 3rd Grade AIMS Example

  17. 3rd Grade PARCC Example Type I: Tasks assessing concepts, skills and procedures

  18. 3rd Grade PARCC Example The art teacher will tile a section of the wall with painted tiles made by students in three art classes. • Class A made 18 tiles • Class B made 14 tiles • Class C made 16 tiles Part A What is the total amount of tiles that are being used? Part B The grid shows how much wall space the art teacher can use. Use the grid to create a rectangular array showing how the art teacher might arrange the tiles on the wall. Select the boxes to shade them. Each tile should be shown by one shaded box. Part C Andy created a rectangular array showing how he would place 56 small tiles on the wall. He placed 7 tiles in each row. He wrote a multiplication equation using R standing for the number of rows he used. Write an equation R that Andy could have written.

  19. 3rd Grade PARCC Example Type III: Tasks assessing modeling Type III: Tasks assessing modeling / applications / applications

  20. How can I support my child in math?Homework Ask questions when your child gets stuck. • How would you describe the problem in your own words? • What do you know from the problem? • What do you want to find out? • Would it help to create a diagram? Draw a picture? Make a table? • What did classmates try when solving these problems?

  21. How can I support my child in math?Homework So they have an answer to the problem. Great! Check for understanding by asking questions! • How did you get your answer? • Does your answer seem reasonable? • Does that make sense? • Why is that true? • How would you prove that? • Can you think of another strategy that might have worked? • Is there a more efficient strategy? • Do you think this may work with other numbers? • Do you see a pattern? Can you explain the pattern?

  22. How can I support my child in math?On the Web! • Dreambox can be accessed at home

  23. How can I support my child in math?Work On Fluency! • Third grade: Know from memory all products of two one-digit numbers. Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division. • Fourth grade: fluently add and subtract multi-digit whole numbers using the standard algorithm • Fifth grade: fluently multiply multi-digit whole numbers using the standard algorithm

  24. How can I support my child in math? Play some games! • Cards • Cribbage • Using a Football or Soccer ball • Dice • License plate game • Board games (i.e. Candy Land, Trouble, Chutes and Ladders, Monopoly, Yahtzee) • Bingo “Playing games have proven to me that it really does build fluency.” ~Mrs. Tullo (Kinder)

  25. Parent resources http://www.kyrene.org/Page/2770

  26. Parent resources http://www.azed.gov/standards-practices/mathematics-standards/

  27. Parent resources

  28. Parent resources http://pta.org/parents/content.cfm?ItemNumber=2910

  29. Parent resources

  30. Thank You for Coming! Liz Morris Math Coach emorris@kyrene.org Lisa Liberta Assistant Principal lliber@kyrene.org

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