Post on 24-Feb-2016
description
Math Curriculum Night
New Standards, new program
A time of change New standards, new program; need for new
curriculum, new strategies Shifts in math instruction: focus,
coherence, rigor
http://www.achievethecore.org/shifts-mathematics
Students◦ New content◦ New format◦ New emphasis: vocabulary, problem-solving, mental math
strategies, “write math”, delving deep Parents
◦ New content◦ New approach◦ Questions on how to help your child
Teachers◦ New program: approach, content, resources◦ Identify and address gaps in background◦ Pacing◦ Technology◦ On-going professional learning
Everyone is impacted
◦ After review by State education consultants, district curriculum specialists, and CT teachers, the CT Board of Education voted to adopt the Common Core Standards for Math (CCSM) to replace the existing CT Math Standards in 2010
◦ A change in the standards usually impacts what topics are taught at each grade, what resources are used, and even instructional strategies
New standards for math
Standards list what knowledge, concepts, and skills students should learn at each grade level
State assessments measure how well students can demonstrate their mastery of state standards
Districts use standards as the starting point to develop local curriculum and select instructional materials or programs
Standards are NOT curriculum, nor do they dictate a specific program to districts
CT has had standards since the 1980’s, the math framework was last revised in 2004
What are standards?
All teachers need to be familiar with the content in the standards and their grade level responsibilities
District teams identify priority standards District teams develop a scope and
sequence (what is taught in what order) and pacing guides to make sure topics fit in the year
District teams examine instructional resources
How do districts implement standards?
All teachers are expected to address the standards for their grade to assure consistency from class to class
Each grade level uses common assessments which include chapter tests and benchmark assessments (like MAP) to monitor students’ progress towards learning objectives
Each teacher brings their interests, strengths, experience to their instructional decisions
Tight and loose
Fewer standards at each grade level allow for deeper focus (focus)
Learning progressions: clear learning goals at each level that define what students need to master at each grade (coherence)
Emphasis on deep understanding and mathematical reasoning rather than memorizing patterns or algorithms (rigor)
The standards put a heavy emphasis on math fact fluency, precision, problem-solving, and application
What is different about CT Core Standards?
Teachers and students engage in more discourse to explain the process used to get to the correct answer (How and why questions)
Students may use manipulatives and modeling to understand why algorithms work
Students engage in “performance tasks” that require them to apply concepts in real situations
How have the standards impacted classroom practices?
Understand why math works Understand that there may be multiple
strategies for solving problems that all result in accurate answers
Recognize that sometimes there can be more than one correct answer, but needs to use accurate reasoning and computation
More like real life-not just plugging numbers into problems and getting answers
“New Math”
Break apart the addends: 50+50+9+9 Break apart addends (place value) 5+5 tens
plus 9 +9 ones Make a “ten”: 60+58 Doubles: 60+60 minus 2 Use estimation to check the reasonableness
of answer: 60 + 60
How would you solve 59+59?
Since standards are being implemented at all grades (rather than phased in), teachers need to monitor for gaps in background or assumed content mastery, especially at the intermediate (3-5) grades
Attention to gaps
Beginning of year benchmark assessment Chapter pre-test: Am I Ready? Mid-chapter assessment: Check My Progress
Identifying gaps
Analyzed areas of strength and weakness by grade level
Differentiating instruction using program and personal resources: small group, 1-on-1
Support personnel Math fact practice sessions in computer lab Community volunteers Home-school connection
Addressing gaps
Our previous math series, Growing With Math, was not a good match to the 2010 standards
The Growing With Math publisher recognized that their program did not align well with the Core Standards and has discontinued the series
RSD 14 assembled a Math Committee consisting of district educators from all levels in 2012-13 to study the implications of delivering the core standards and to make recommendations on a program and other materials that would be needed to replace GWM at the elementary level (and the outdated middle school program)
RSD 14’s choices
The My Math program emerged from this study as the best match for K-5 needs
My Math was created from scratch by McGraw-Hill to align to the standards rather than trying to match up the standards to an existing program
The program was a complete package of instructional resources with student and teacher materials, standards alignment, and technology-enhanced (online) resources
Glencoe Math was selected for WMS for similar reasons and to align with the elementary program
My Math
Created to align with state standards Includes both paper and digital resources Emphasizes real-world applications of math
content and problem-solving Instruction includes explaining
mathematical thinking orally and in writing Material rich (differentiation: intervention,
re-teaching, enrichment) Materials digitally update each month
Why My Math?
No program is the whole curriculum Additional resources for performance tasks Math fact fluency
◦ Fact Dash (My Math resource)◦ Dice games, card games, flash cards, websites,
apps◦ Xtramath website
Supplemental
My Math materials were ordered and organized by school administrators and the Math Specialist to be ready to use in the district by Fall 2013
Teachers received training prior to the opening of school
The Elementary Math Specialist has dedicated time to supervising the roll-out of the program by meeting with teachers regularly to identify program components and resources, developing materials that are needed but not part of the program, and continuing individual, grade level, and school-wide professional learning
Implementation
Problem of the Day Daily “Quick Check” Vocabulary cards Digital lesson presentations including “Animations” Daily word problems and journaling “Write Math” Lessons devoted to problem-solving strategies starting
in Kindergarten Performance tasks-more complex multi-step problem
solving Develop number sense by checking reasonableness of
answers Exposure to multiple strategies for concept development
Unpacking the program
Pre-test: Am I Ready? Mid-chapter assessment: Check My
Progress End of chapter review: Vocabulary
check/Concept check Chapter tests Grades 3-5: Extended Response Test
Assessment features
Lesson animations Games-vocabulary/concepts Songs-concept reinforcement Fact Dash-math fact fluency
Online resources for students
Games Activity cards Problem-solving cards (gr 3-5) Real-World Problem Solving Readers (3
levels of text) Graphic novel
Learning stations
Math at Home: Family Letter◦ At Home activities◦ Vocabulary◦ Literature connections◦ Travel Talk
Math at Home: Game Time Math at Home: Student Glossary Homework Helper eHelp (video and/or online tutor)
Home-school connection
Students have adjusted to format Building a math vocabulary (talk like
mathematicians) Depth of instruction: internalizing concepts
and strategies, applying to new situations Flexible thinking-real world problem solving Explaining thinking-not memorizing
algorithms in rote way with no understanding of how/why it works
What are we seeing?
Foundations to program have been laid Students have a base upon which to build
vocabulary Students have had an exposure to multi-
strategy approach Gaps in concepts will reduce each year Grade 5 students will move into an aligned
program at WMS (Glencoe Math) Teachers gaining in comfort, confidence,
proficiency
Good news about next year
Share a positive attitude towards math Establish math homework routines and
review work Support daily math fact practice If your child is learning in ways that are new
to you, learn together Let your child persevere in solving a
problem-don’t give the answer
How to help your child
Read math-related children’s literature Work together on brain-teaser puzzles Play games that develop strategic thinking Play math travel games Make math a part of home conversations
(recipes, budget, your use of math)
More ways to help
Math Chat newsletter◦ What are the CT Core Standards in Math?◦ All about My Math◦ Building Fact Fluency◦ Math and Technology◦ Motivating Websites
Curriculum and Instruction website Elementary Math Specialist website
Build your knowledge of Math
Monthly brainteaser◦ Announced in school and posted for the month◦ Building motivation◦ Promoting creative thinking◦ Explain reasoning/show how you figured it out◦ Challenge has become fun
Building a Math Community