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Implementing “Common” Tasks in a Traditional Classroom A Problem A Day Easing into the Common Core Jillian Riehl Teacher @ Flintridge Preparatory School Masters Student @ California State University, Northridge La Canada, CA Systems of Equations Solve the following system algebraically: 3 = − 2 − 1 3 = 2 − − 1 From Algebra & Trigonometry Structure & Method, Book 2. McDougall Littell, Page 129, #25 Systems of Equations A-CED 4: This problem could be used in Math 1 (Algebra I) or Math 3 (Algebra II) FOUND: illustrativemathematics.org What Was My Plan? Use one “Common Core” problem per day that addresses at least 2 standards for mathematical practice Step 1: Map Out Your Curriculum Pathway I decided to follow the progression of my Algebra II textbook since my school has not changed our math curriculum. Websites with progression suggestions for Common Core Math I, Math II, and Math III can be found in your supplement Step 2: Get A “Common Core” Problem For Each Day What makes a “Common Core” problem: • SHORT: 10-20 minutes long INCLUDING a final discussion • BUT NOT TOO SHORT: Students should have to consider what is being asked and discuss the problem with a classmate • MULTIPLE APPROACHES: Students are encouraged (and applauded) for finding a new method. • PRACTICE STANDARDS: Problems must meet at least 2 What Do I Mean by Get? • Find a problem online • http://www.illustrativemathematics.org/standards/hs • http://map.mathshell.org/materials/stds.php?id=1190#standard1201 • Rewrite a textbook problem Using www.IllustrativeMathematics.org Using http://map.mathshell.org/ How to Write a Good Problem when you can’t find what you’re looking for Use a published problem as a template & insert your content! http://www.smarterbalanced.org/ Sample Items Systems of Equations Solve the following system algebraically: 3 = − 2 − 1 3 = 2 − − 1 From Algebra & Trigonometry Structure & Method, Book 2. McDougall Littell, Page 129, #25 Systems of Equations A-CED 4: This problem could be used in Math 1 (Algebra I) or Math 3 (Algebra II) Practice Standards Addressed: FOUND: illustrativemathematics.org Problem Set #1 Systems of Equations Work with your neighbor. Look for multiple approaches for finding the solution. Then determine which practice standard(s) each problem addresses. Be prepared to justify your choices! Debrief Methods and Standards What Do You Do When Kids Resist? • Your thoughts? • Break the challenge down into easier problems • Do it regularly so they get used to the format • Test out the problem with friendly numbers • Be ok with discomfort! After 2 Months… Test Scores Average for all of my Algebra II classes on the Chapter 2 & 3 Test 2009: 89% 2010: 90% 2011: 89% 2012: 88% 2013: 93% The Students Weigh In… Phase Section C Section D How bored were you in class? Possible score is between 1 and 4 points (4 is very bored) On the first day of school Q: How bored have you been historically in math class? 2.076 2.7222 After 3 weeks where BOTH CLASSES did a Common Core problem each day 1.6428 1.4444 After 3 weeks where NO CLASSES got Common Core problems 1.788 1.833 After 3 weeks where ONLY SECTION C did a Common Core problem each day 1.412 1.7 Student Feedback After First 3 Weeks where both classes had Common Core problems “I find your teaching methods really different yet fun. I'm used to listening to boring lectures all day, but in your class that rarely happens. You give us challenging yet fun problems to work on by ourselves or with a partner. You give us a chance to go to the front of the class and teach what we learned” “I like the format, it is nice to learn with word problems” “I think your class is great. I like how we use math to calculate real life problems, not just the normal math in the book. I also like how we have partners and how we do lots of group work. I think that really helps. When I do not get a problem, I can talk it out with my partner” Student Feedback After Next 3 Weeks where neither class had Common Core problems “I don't really remember doing anything very interesting in the past couple of weeks. The challenge problems made it fun before, but we didn't do any of those.” “This last section had to do simplifying and factoring variables and equations and such and therefore there wasn't much connection to everyday life and a lot was just review so only some of it was truly challenging but you made it really fun and interesting and I enjoyed all of it.” “I still don't understand when I will in my everyday life outside of class” ever graph an inequality Student Feedback After Final 3 Weeks where ONLY section C had challenge problems “I like how we find every possible way to solve a problem.” –Section C “I like the asking "why.”” – Section C “I like the amount of participation the whole class has in general. Everyone gets a chance to try, think about and learn the concepts…” –Section C “I liked when we worked on the challenge problems! Bring them back!” – Sect. D How Do You Get Started? Know your curriculum pathway Get problems to match up with each lesson Overwhelmed? Start small – even one problem per week is good! References Material: • www.illustrativemathmatics.org • http://map.mathshell.org/ Comics: • larrycuban.wordpress.com • www.Someecards.com • www.weareteachers.com Radical Expressions Simplify: From Algebra & Trigonometry Structure & Method, Book 2. McDougall Littell, Page 268, #10 Radical Expressions N-RN 2: This topic will now be covered in Math 2 (Geometry) Practice Standards Addressed: Without using a calculator, put the expressions in order from least to greatest 9 270 4 3 3 96 50 3 , , , 135, 32, , 5 6 3 49 12