parent curriculum night third fifth grades 6:30...standards (ccgps) • currently, only the reading,...
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The Common Core Standards
Parent Curriculum Night Third – Fifth Grades
6:30 – 7:15 p.m.
Background of the CCGPS
• Adopted by 46 states and territories
• Most sweeping reform of the K-12 curriculum in US history
• Created by the Council of Chief State Officers and the National Governor’s Association
• Upon Georgia’s adoption in July of 2010, the standards are referred to as the Common Core Georgia Performance Standards (CCGPS)
• Currently, only the Reading, ELA, and Math standards are being implemented. Science are set to be released by the end of this school year with training next year. Implementation year is 2014-2015.
• Before the CCGPS, each state had its variety of standards.
Why new standards?
• America has gone from providing our children with a world-class education to scoring far below other counties on international assessments, landing in fourteenth place on the most recent PISA (Program for International Student Assessment)
• Georgia is well positioned; it was determined that there was 90% alignment between the GPS and CCSS.
Why new standards?
10
90
Required Job Skills, 1987
high skills
low skills
95
5
Required Job Skills, Present Day
high skills
low skills
What are the standards?
(and what they are not)
• The standards were created to define objectives for all students to be college and career-ready.
• College-ready means being prepared for any postsecondary education.
• Career-ready means being prepared to provide a family-sustaining wage and a pathway to advancement..
How will the standards affect my child’s instruction? What will I notice?
• The standards set a progression of skills that students learn as they move through school.
• For example, the following ELA inference standards looks different depending on the grade:
How will the standards affect my child’s instruction? What will I notice?
Example: Reading Anchor Standard 1: Read closely to
determine what the what the text says explicitly and to make logical inferences from it.
• Kindergarten: with prompting and support, ask
and answer questions about key details in a text.
• 4th Grade: Refer to details and examples in a text
when explaining what the text says explicitly and
when drawing inferences from the text.
How will the standards affect my child’s instruction? What will I notice?
• In all subjects, evidence of thinking will be a goal. Students will need to back up their answers with evidence.
• Therefore, writing in all subject areas has come to the forefront.
Sample Question and Student Response
Two days after a flash flood and heavy rains in the desert, Mark
noticed that everything was as dry as it was before the
storm. Name and explain the process that caused the desert to
become dry again.
Evaporation is the process that caused the desert to become dry again. The sun in the desert is very hot. It shines on the land after the rain. The heat from the sun changes the water into a gas called water vapor. This vapor disappears into the sky. Soon the sun has caused all the
water to evaporate.
How will the standards affect my child’s instruction? What will I notice?
• Shifts in Math:
• Focus: Fewer standards taught to greater depth
• Math Fluency: Speed and accuracy with simple calculations
• Application to real-world situations
• Shifts in ELA/Literacy
• Students have a balanced “diet” of fiction and nonfiction
• Literacy is a shared responsibility across all content areas
• Close reading: Careful analysis of text
How are the teachers prepared?
Training for teachers began last fall to become familiar with the standards.
This year they will continue to be provided professional development and support in implementing the standards.
What about standardized testing?
• There are two comprehensive assessment groups that will develop CCSS assessments. Both are committed to implementation in the 2014–15 school year. These assessments are expected to be constructed response.
• Until then, the CRCT will be given as it has in the past. The format of the CRCT will remain the same, but aligned with the CCGPS.
START on SLIDE 14
FOR 3rd – 5th Presentation
For More Information The Marietta City Web Site contains many informative
links for explaining Common Core State Standards:
Third Grade Mathematics
In 3rd grade, your child will learn important new ideas and
gain important new skills. One of the most important topics
this year is multiplication and division. Another is fractions.
Multiplication, division, and fractions are the building blocks
for many life skills that students will learn in later grades, such
as percentages. Students also need to master these topics to be
ready for algebra and advanced math, so it is essential to get a
good start with these topics in 3rd grade.
Mathematics at Home:
Look for “word problems” in real life. Some 3rd grade examples
might include:
Notice those everyday occasions when you find yourself
using your times tables — such as to determine how many
days there are in four weeks. Ask your child for the answer.
Involve your child when you notice yourself using division
to “work backward” in the times tables — such as
determining how many candies each child will get if 36
candies are shared equally among nine children at a party, or
determining how many six-inch lengths can be cut from a
string 18 inches long.
Fourth Grade Mathematics
In 4th grade, your child will gain important new skills
while continuing to build on what he or she learned the
previous year. One of the main areas studied in 4th
grade is arithmetic and applying it to solve problems.
This is an important life skill, and your child should
make significant strides in this area during the year.
Your child will also build knowledge and skills with
fractions to prepare for mastering this topic in 5th and
6th grades. These skills will help ensure your child is
ready for algebra and advanced math.
Mathematics at Home:
Look for “word problems” in real life. Some 4th grade
examples might include:
Ask your child to compare numbers using phrases like
“times as much.” For example, if the family cat weighs 8
lbs. and the family dog weighs 56 lbs., how many times as
much does the dog weigh?
Ask your child to help you compare fractional amounts —
for example, if one recipe calls for 2⁄3 of a cup of oil, but
another recipe calls for 3⁄4 of a cup of oil, which recipe
calls for more oil? (In 5th grade, your child will learn ways
to determine just how much more oil.)
Fifth Grade Mathematics
Fifth grade is a milestone and a pivot point for students.
The classroom focus on arithmetic during the
elementary grades will develop into a more formal study
of algebra in middle school.
To be ready for algebra, students must have an
understanding of fractional arithmetic, in part because
even simple equations cannot be solved without
fractions. Because of this, whole-number arithmetic
comes mostly to a close in 5th grade, while multiplying
and dividing fractions becomes a major focus.
Mathematics at Home:
Look for “word problems” in real life. Some 5th grade
examples might include:
Doing arithmetic with decimals, for example when
balancing a checkbook.
Multiplying with fractions — for example, if you used
about 2⁄3 of a 3⁄4-cup measure of vegetable stock, then
how much stock did you use? About how much is left?
Using the length, width, and depth of a garden plot to
determine how many bags of garden soil to buy.
FRACTIONS MCC3.NF.2 Understand a fraction as a number on the
number line; represent fractions on a number line
diagram.
MCC3.NF.3 Explain equivalence of fractions in special
cases, and compare fractions by reasoning about their
size.
0 2 1 1/2 11/2
1/4 2/4 3/4 4/4 5/4 6/4 7/4 8/4
11/4 12/4 13/4
FRACTIONS MCC4.NF.2 Compare two fractions with different
numerators and different denominators, e.g., by
creating common denominators or numerators, or by
comparing to a benchmark fraction such as 1/2.
0 1 1/2
FRACTIONS
MCC4.NF.4 Apply and extend previous
understandings of multiplication to multiply a
fraction by a whole number.
6 x ½ = ?
FRACTIONS
MCC4.NF.4 Apply and extend previous
understandings of multiplication to multiply a
fraction by a whole number.
6 x ½ = ?
FRACTIONS
2 ½ ÷ ¼ = ?
MCC5.NF.3 Interpret a fraction as division of the
numerator by the denominator (a/b = a ÷ b). Solve word
problems involving division of whole numbers leading
to answers in the form of fractions or mixed numbers,
e.g., by using visual fraction models or equations to
represent the problem.
2 ½ ÷ ¼ = ?
2 ½ ÷ ¼ = ?
2 ½ ÷ ¼ = ?
CCGPS is an ongoing process:
And remember……
It’s NUM-BER,
Not NUMB – ER!
Math is about thinking, explaining
and doing!
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