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Common Core Standards for Math… Less is More SUCCESS Mathematics Shift 1: Focus What the Student Does… What the Teacher Does… •Spend more time on fewer concepts. •excise content from the curriculum •Focus instructional time on priority concepts •Give students the gift of time 3 Sample Grade 5 4 Mathematics Shift 2: Coherence What the Student Does… What the Teacher Does… •Build on knowledge from year to year, in a coherent learning progression •Connect the threads of math focus areas across grade levels •connect to the way content was taught the year before and the years after •Focus on priority progressions 5 Mathematics Shift 3: Fluency What the Student Does… What the Teacher Does… •Spend time practicing, with intensity, skills (in high volume) •Push students to know basic skills at a greater level of fluency •Focus on the listed fluencies by grade level •Uses high quality problem sets, in high volume 6 Key Fluencies Grade Required Fluency K Add/subtract within 5 1 Add/subtract within 10 Add/subtract within 20 2 3 Add/subtract within 100 (pencil and paper) Multiply/divide within 100 Add/subtract within 1000 4 Add/subtract within 1,000,000 5 Multi-digit multiplication 6 Multi-digit division Multi-digit decimal operations 7 Solve px + q = r, p(x + q) = r 8 Solve simple 22 systems by inspection Mathematics Shift 4: Deep Understanding What the Student Does… What the Teacher Does… •Show mastery of material at a deep level •Create opportunities for students to understand the “answer” from a variety of access points •Articulate mathematical reasoning •demonstrate deep conceptual understanding of priority concepts •Ensure that EVERY student GETS IT before moving on •Get smarter in concepts being taught 8 Mathematics Shift 5: Application What the Student Does… What the Teacher Does… •Apply math in other content areas and situations, as relevant •Apply math including areas where its not directly required (i.e. in science) •Choose the right math concept to solve a problem when not necessarily prompted to do so 9 •Provide students with real world experiences and opportunities to apply what they have learned Mathematics Shift 6: Dual Intensity What the Student Does… What the Teacher Does… •Practice math skills with an intensity that results in fluency •Find the dual intensity between understanding and practice within different periods or different units •Practice math concepts with an intensity that forces application in novel situations 10 •Be ambitious in demands for fluency and practice, as well as the range of application NY State Test Item 5th Grade Math (2005) Example Common Core Performance Task 5th Grade Math New York State’s Link to Sample Math Questions • http://www.p12.nysed.gov/apda/commoncore-sample-questions/ 4th GRADE SAMPLE QUESTION Candy wants to buy herself a new bicycle that costs $240. Candy has already saved $32, but she needs to make a plan so she can save the rest of the money she needs. She decides to save the same amount of money, x dollars, each month for the next four months. Part A: Write an equation that helps Candy determine the amount of money she must save each month. Equation __________________________________ Part B: Solve the equation to find the amount of money she must save each month to meet her goal of buying a bicycle. Show your work. Answer $__________________________________ Helpful Hints… When tackling a math problem and you find yourself stuck try this… “Rats under napkins played disco songs regularly” Read… Underline … Need… Plan Draw a picture Solve Reflect/math sense the problem once or twice. key words or numbers. what information and what do you need to find. How will you solve the problem? If you cannot think of a plan draw a picture to help. When you think you are finished look over your answerdoes it make sense and did you answer the question? Clue Words: Addition: Subtraction: Multiplication: Division: sum, total, in all, perimeter difference, how much more, how many left product, area, times share, distribute, quotient, average Sample Assignment for Test Prep Days of the Week Monday Tuesday Wednesday Thursday Friday Assignment Parent’s Signature --Mult. Fractions Page 81-82 #1, 6 & 9 Place Value Page 13 # 1, 2, 8 --- --Mult. Fractions Page 81-82 #2, 3, 4 & 8 Place Value Page 13 #4 Rounding Decimals Page 25 #1 --- --- --- Enhance your child’s math fluency and problem solving skills at home with ixl.com Questions