PARENT MATH NIGHT

ARIZONA’S COLLEGE AND CAREER READY

STANDARDS(AZCCRS)

Monte VistaApril 3, 2014

Kindergarten1st Grade2nd Grade

Liz MorrisMath Coach

emorris@kyrene.org

Lisa LibertaAssistand Principal

lliber@kyrene.org

WORKSHOP OBJECTIVES What are Arizona College and Career

Ready Standards (ACCRS) and why are they different?

Do the math! Procedural Math vs. Conceptual Math How can I support my child in math? Questions?

ARIZONA COLLEGE AND CAREER READY STANDARDS

http://vimeo.com/51933492

ARIZONA COLLEGE AND CAREER READY STANDARDS The AZCCRS Standards provide a consistent, clear

understanding of what students are expected to learn, so teachers and parents know what they need to do to help them.

The standards are designed to be focused, coherent, and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers.

With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.

http://www.corestandards.org

AZCCRS IN MATHEMATICS research and evidence based aligned with college and work

expectations rigorous Internationally benchmarked

www.azed.gov

VIDEO

http://safeshare.tv/w/RjBUcAxjkv

DO THE MATH!

2.NBT.B.7B: Use place Value understanding and properties to add and subtract.

Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones, and sometimes it is necessary to compose or decompose tens or hundreds.

James went to Sticker Station. He bought 445 rocket stickers and 253 boat stickers. How many stickers did James buy?

Sally had 235 stickers. She gave 158 of them to her sister. How many stickers does Sally have left?

PROCEDURAL VS. CONCEPTUAL “Action sequences for solving

problems.” Rittle-Johnson & Wagner (1999)

“Like a toolbox, it includes facts, skills, procedures, algorithms or methods.” Barr, Doyle et. el. (2003)

“Learning that involves only memorizing operations with no understanding of underlying meanings.” Arslan (2010)

“Ideas, relationships, connections, or having a ‘sense’ of something.” Barr, Doyle et. el. (2003)

“Learning that involves understanding and interpreting concepts and the relations between concepts.” Arslan (2010)

“To know why something happens in a particular way.” Hiebert and Lefevre (1986)

DO THE MATH! ADDITIONCONCEPTUAL

Equations: 445 + 253 =

445 + 253

Equations: 445 + 253 =

Strategies:Break apart both numbers by place value 400 + 40 + 5 200 + 50 + 3 600 + 90 + 8 = 698400 + 200 = 600

40 + 50 = 90 5 + 3 = 8 600 + 90 + 8 = 698

PROCEDURAL

2.NBT.B.7B: Use place Value understanding and properties to add and subtract

Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones, and sometimes it is necessary to compose or decompose tens or hundreds.

DO THE MATH! SUBTRACTION

PROCEDURAL CONCEPTUALEquations: 235 – 158 =

235 -158

Equations: 235 – 158 = _____

We know that Sally gave away 158 of her stickers. 158 = 100 + 50 + 8How many sheets, strips, and singles did she give away?

235 – 100 = now there are 135 left. We took away 100 of the 158. Now let’s take away 50 more.There are 30 stickers, where can I get 20 more? = 80 20 30 135 – 50 = 85We have taken away 150 of the 158 stickers. We need to take away 8 more stickers to equal 158. 85 – 8 = ____ How would you solve this? (break apart 8; 5 + 3)85 – 5 = 80 80 – 3 = 77 so 85 – 8 = 77 =

ALGORITHM VS. STRATEGIES

Algorithm - a step-by-step procedure for solving a problem (Concise) US Standard Algorithms

Carrying in addition – 4th Grade Borrowing in subtraction – 4th Grade Carrying in multiplication – 5th Grade Long division – 6th Grade

Strategies – build to an understanding of the operations used in solving problems

“Algorithms have been found to be useful by many people. Too often, in the past, these algorithms were taught and learned without meaning.” ~NCTM

ADDITION STRATEGIES

Counting All

Counting On

ADDITION STRATEGIES Breaking apart one number by Place

Value

Using a tool to show strategy

48 + 3748 + 10 = 5858 + 10 = 6868 + 10 = 7878 + 2 = 8080 + 5 = 85

ADDITION STRATEGIES Breaking apart both numbers by Place

Value

ADDITION STRATEGIES Changing one number to make a

Friendly Number, Round and Adjust

237 + 98 = ______

235 + 100 = 335+2

-2

SUBTRACTION STRATEGIES

Counting all

SUBTRACTION STRATEGIES

Counting Back Using a Number Line

81 – 3781 – 10 = 7171 – 10 = 6161 – 10 = 5151 – 1 = 5050 – 6 = 44

SUBTRACTION STRATEGIES

Adding Up (from smaller number to larger number)

81 – 37

37 + 3 = 4040 + 40 = 8080 + 1 = 81

3 + 40 + 1 = 44

Can also be shown on a number line.

COMMON ADDITION & SUBTRACTION SITUATIONS

AIMS VS. PARCC

4TH GRADE AIMS EXAMPLE

4TH GRADE PARCC EXAMPLE

Type I: Tasks assessing concepts, skills and

procedures

4TH GRADE PARCC EXAMPLE

Ms. Morales has a bag of beads She gives Elena 5 beads She gives Damian 8 more beads than Elena She gives Trish 4 times as many beads as Damian

Ms. Morales than has 10 beads left in the bag.

Part AHow many beads did Damian and Trish each receive? Show or explain how you arrived at each answer.

Part BHow many beads were in Ms. Morales bag before any beads were given to students?

4TH GRADE PARCC EXAMPLE

Type III: Tasks assessing modeling/applications

HOW CAN I SUPPORT MY CHILD IN MATH? HOMEWORKAsk questions when your child gets stuck.

How would you describe the problem in your own words?

What do you know from the problem?

What do you want to find out?

Would it help to create a diagram? Draw a picture? Make a table?

What did classmates try when solving these problems?

HOW CAN I SUPPORT MY CHILD IN MATH? HOMEWORKSo they have an answer to the problem, great! Check for understanding by asking questions!

How did you get your answer? Does your answer seem reasonable? Does that make sense? Why is that true? How would you prove that? Can you think of another strategy that might have

worked? Is there a more efficient strategy? Do you think this may work with other numbers? Do you see a pattern? Can you explain the pattern?

HOW CAN I SUPPORT MY CHILD IN MATH? ON THE WEB! Dreambox can be accessed at home

HOW CAN I SUPPORT MY CHILD IN MATH? WORK ON FLUENCY! Kindergarten: add and subtract within 5

First grade: add and subtract within 10

Second grade: all sums of 2 one digit numbers and add and subtract within 20 using mental strategies

HOW CAN I SUPPORT MY CHILD IN MATH? PLAY SOME GAMES!

Cards Cribbage Using a Football or

Soccer ball Pool noodles (base

ten)(in the pool) Dice License plate

game“Playing games have proven to me that it really does build fluency.” ~Mrs. Tullo (Kinder)

Board games (i.e. Candy Land, Trouble, Chutes and Ladders, Monopoly, Yahtzee)

Counting (anything and everything)

PARENT RESOURCEShttp://www.kyrene.org/Page/2770

PARENT RESOURCEShttp://www.azed.gov/standards-practices/mathematics-standards/

PARENT RESOURCES

PARENT RESOURCEShttp://pta.org/parents/content.cfm?ItemNumber=2910

PARENT RESOURCES

THANK YOU FOR

COMING!

Liz MorrisMath Coach

emorris@kyrene.org

Lisa LibertaAssistant Principallliber@kyrene.org

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