Inst i tute of TechnologyDecember 8, 2015

Parent/ Teacher Organization

Why Common Core2

Three Shifts in ELA

Regular practice with complex text and academic language

Reading, writing, and speaking grounded in evidence from texts, both literary and informational

Building knowledge through content-rich nonfiction

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High School English

Students will:Closely and critically read complex works of

literature and informational textsCommunicate about texts in writing and

through class discussionsInterpret what they read and present analysis

using appropriate examples and evidence from text

Assess the strength of an author’s or speaker’s points and assumptions based on evidence from the text

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High School English

Students will (cont):Expand on literary and cultural knowledge by

reading great classic and contemporary works representative of various time periods, cultures, and worldviews

Develop skill, fluency, and concentration to produce high-quality writing over multiple drafts

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Staircase of Complexity6

How You Can Help

Increase time for conversation at home. Discuss classroom assignments, activities, and homework.

Ask your child about his/her academic goals and interests. Assist in gathering sources of information of college and career opportunities.

Begin to explore colleges and other postsecondary options that are of interest to your child.

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Be an Active Partner

Reach out to your child’s teacher and ask: Is my child becoming an effective writer? Is my child becoming more skilled at reading and

understanding challenging material? With what does he/she struggle?

What extra support can I provide at home to reinforce what you are teaching in class?

How can I ensure that my child is developing good study habits for high school and beyond?

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Common Core Mathematics Program

FocusCoherence

Rigor

Students must: Parents Can:

Spend time on fewer concepts

Know what the priority work is for your child for their grade level

Spend time with your child on priority work

Ask you child’s teacher about their progress on priority work

Focus – Learn more about less10

Students Must: Parents Can:

Keep on building learning year after year

Be aware of what your child struggled with last year and how that will affect learning this year.

Advocate for your child and ensure that support is given for “gap” skills – negative numbers, fractions

Coherence- Skills Across the Grade Level

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Students Must… Parents Can…

Understand why the math works. Make the math work.

Talk about why the math works

Prove that they know why and how the math works

Notice whether your child really knows why the answer is what it is

Ask your child to explain the steps they are doing and why the steps work

Ask your child to do the Real-World math at home

Rigor – Balance of understanding and skill

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Conceptual Understandings in High School

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Focus Areas of Rigorous Instruction of Conceptual Understanding and Fluency

8 Linear algebra and linear functionsAlg.

1Seeing structure in expressions and reasoning with equations and inequalities

Geo.

Congruence, similarity, expressing geometric properties with equations and modeling with geometry

Alg.2

Polynomial, radical, rational and trigonometric functions

Students Must… Parents Can…

Spend time practicing – problems on the same idea

Push children to know/memorize basic math facts/perform skills in Algebra

Know all of the fluencies your child should have and prioritize learning of the ones they don’t

Rigor – Balance of understanding and skill

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Fluencies in Grades 6- Algebra 215

Standard Required Fluency

6 6.NS.2,3

Multi-digit divisionMulti-digit decimal operations

7 7.EE.4 Solve px + q = r, p(x + q) = r8 8.EE.8 Solve simple 2x2 systems by inspectionAlg.1 A-APR.1 Fluency in adding, subtracting, and multiplying polynomials

Alg. 1 A-SSE.1b Fluency in transforming expressions and chunking

Geo G-SRT.5 Fluency with the triangle congruence and similarity criteria

GeoG-GPE.4, 5, 7

Fluency with the use of coordinates to establish geometric results, calculate length and angle, and use geometric representations as a modeling tool

Geo G-CO.12

Fluency with the use of construction tools, physical and computational

Alg.2 A-APR.6 Divide polynomials with remainder by inspection in simple cases

Alg.2 A-SSE.2 To see structure in expressions and to use this structure to rewrite expressions

Alg.2 F-IF.3 Fluency in translating between recursive definitions and closed forms

Mathematical Practices

Habits of Mathematicians

• Make Sense of problems and persevere in solving them

• Reason abstractly and quantitatively

• Construct viable arguments and critique the reasoning of others

• Model with mathematics• Use appropriate tools

strategically• Attend to precision• Look for and express

regularity in reasoning

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Brain Research

No “Math Brain”The brain has plasticity – it changes and

adaptsMistakes are GOOD for the brain!

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Fixed Mindset Growth Mindset

Intelligence is fixedAvoid challengesGive up easilySees efforts as

fruitlessIgnore useful

feedback Want to maintain

looking “smart”Mistakes = failure

Intelligence can be developed

Embraces challenges

Persists despite obstacles

Sees effort as necessary for success

Mistakes = Learning

Carol Dweck’s Work18

If kids say: Try:

I got it wrong

I can’t do it

I’m not good at this

I’m not good at math

So what did you learn from the mistake?

What are some strategies that you can try?

What are you missing?

You can train your brain to do math with effort

Changing Language19

On-Line Resources

Khan AcademyJmap.orgE-Math InstructionCastle LearningAccelerated Math

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Questions?21