quelles sont les normes communes de base de performance de ... · they may use concrete objects or...
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Quelles sont les normes communes de base de
performance de la Georgie?
Quelles sont les normes communes de base de
performance de la Georgie?
Presenter: Geraki Marie Kossonou
Les normes communes de base de
performance de la Géorgie
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Les normes éducatives aident les enseignants à s'assurer que leurs élèves aient
les compétences et les connaissances dont ils ont besoin pour réussir en
fournissant des objectifs clairs pour l'apprentissage des élèves.
Pourquoi avont nous besoin des normes educatives ?
Les normes communes permettront de s'assurer que les étudiants reçoivent
une éducation de qualité constante, d’une école à une autre et d’un état à un
autre .
Les normes communes permettront une plus grande opportunité de partager
les expériences et les meilleures pratiques entre les Etats qui permettront
d'améliorer notre capacité à mieux répondre aux besoins des élèves.
Les normes communes de base de performance de la Géorgie
Common Core State Standards Initiative
http://www.corestandards.org/frequently-asked-questions
Qelles sont les normes educatives?
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Les Etudiants doivent… Les Parents doivent…
Lire beaucoup de livres de
non fiction
Connaitre les moyens
d’organisation des
histoires romanesques
Jouir et discuter des
details des histoires
romanesques
Fournir beaucoup de textes
romanesques
Lire les textes romanesques
à haute voix ou avec votre
enfant
Jouir des textes
romanesques devant votre
enfant
L’art de l’Alphabetisation et de la Langue Anglaise :
Premierement: Lire Autant de Nonfiction ainsi que les
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Clayton County Public Schools
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Les Etudiants doivent… Les Parents doivent…
En savoir plus sur la
science et les études
sociales à travers la
lecture
Utilisez les documents à
"source primaire" (photo,
video…)
Apprendre beaucoup à
l'aide de textes
L’art de l’Alphabetisation et de la Langue Anglaise
Deuxiement: Renseignez-vous sur le monde en lisant
Fournir des séries de texte
sur des sujets d'intérêt
Trouver des livres qui
expliquent
Discuter les livres et les
idées qui sont à l’intérieur
des textes lu
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Les étudiants peuvent… Les parents peuvent…
Relire
Lire des matériaux de confort ET
travailler avec des textes plus
intéressants
Décomposer le texte pour mieux
comprendre
Gerer les frustrations avec le text
et continuer à lire
Fournir des textes plus intéressants ET
fournir des textes que les étudiants
Veulent lire et peuvent lire
confortablement
Savoir ce qui est niveau scolaire
approprié
Lire les textes qui font refléchir avec
eux
Montrer que le texte qui défi vaut la
peine de lire et de discuter
L’art de l’Alphabetisation et de la Langue Anglaise
Troisièment : Lire attentivement les matériaux plus complexe
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Clayton County Public Schools
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Les étudiants doivent… Les parents peuvent…
Trouver des preuves pour
étayer leurs arguments
Formuler des jugements
Devenir des experts à
travers la lecture
Discuter de ce que l'auteur
essaie de faire avec le texte
Parler du texte
Demander des preuves
dans les discussions de
tous les jours / désaccords
Lire à haute voix ou lire le
même livre et discuter avec
preuve à l'appui
L’art de l’Alphabetisation et de la Langue Anglaise
quatrièment: Discuter de la lecture en utilisant des preuves
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Les étudiants doivent… Les parents peuvent…
Présenter des arguments
par écrit à l'aide des
preuves
Comparer plusieurs textes
par écrit
Pratiquer l'écrit d’une bonne
rédaction
Encourager la rédaction à
la maison
Rédiger des “livres”
ensemble et utiliser les
preuves et les détails
L’art de l’Alphabetisation et de la Langue Anglaise
cinquièment: Rédaction à partir des Sources
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Les étudiants doivent… Les parents peuvent…
Apprendre les mots qu'ils
peuvent utiliser à
l'université et dans leur
carrière professionnelle
Lire beaucoup afin de
développer un vocabulaire
plus étendu
Lire souvent et constamment avec les bébés, les tout-petits, et les enfants d'âge préscolaire
Lire plusieurs livres sur le même sujet
Laisser vos enfants vous voir lire
Parler à vos enfants; liser à vos enfants, écouter avec vos enfants, chanter avec vos enfants
L’art de l’Alphabetisation et de la Langue Anglaise
sixièment: Le Vocabulaire académique
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Mathématiques
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Les étudiants doivent… Les parents peuvent…
Passer plus de temps sur
des concept à nombre
restreint
Savoir quelles sont les
activités prioritaires pour votre
enfant à leur niveau scolaire
PasseR du temps avec votre
enfant sur activités prioritaires
Demander aux enseignants de
votre enfant au sujet de leur
progrès sur activités
prioritaires
Mathématics 1ere Partie:
Apprendre petit à petit
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Les étudiants doivent… Les parents peuvent…
Continuer à construire sur
l'apprentissage, année
après année
Etre conscient de ce dont
votre enfant se débattait
avec l'année dernière et
comment cela va affecter
l'apprentissage cette année
Etre l’avocat de votre
enfant et faire en sorte que
les supports sont donnés
pour les lacunes dans
l'apprentissage
Mathématics 2eme Party:
Compétences entre les classes
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Les étudiants doivent… Les parents peuvent…
Passer du temps à pratiquer
beaucoup de problèmes
avec le même concept
Veiller à ce que les enfants
savent / mémorisent les
règles de base en
mathématiques
Connaître toutes les
confidences que votre
enfant devrait avoir dans
les différents niveaux de
qualité
Mathématics 3eme Partie:
Rapidité et Précision
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Clayton County Public Schools
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Les étudiants doivent… Les parents peuvent…
Comprendre pourquoi le
calcul fonctionne.
Faire fonctionner les
mathématiques.
Expliquez pourquoi le
calcul est correct.
Prouver qu'ils savent
pourquoi et comment
calculer.
Regarder si votre enfant sait vraiment pourquoi la réponse est ce qu'elle est
Préconiser le temps que votre enfant a besoin pour apprendre les compétences en math
Prévoir un temps de travail pour votre enfant avec les math à la maison
Essayer de comprendre les math que votre enfant a besoin de savoir
Mathématics 4eme Partie:
Savoir !/ Faire!
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Previous Sample Test Item
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Clayton County Public Schools
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Clayton County Public Schools
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From: A guide of Common Core Shifts for Students and Parents Clayton County Public Schools
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Some Activities for Practicing Academic Vocabulary
Listening, Speaking, Reading, and Writing
Standards Samples and Activity Samples
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Common Core Georgia Performance Standards
2.1 Make sense of problems and persevere in solving them.
•2.1. Students explain to themselves the meaning of a problem and
look for ways to solve it. They may use concrete objects or pictures to
help them conceptualize and solve problems. 2.2 Reason abstractly and quantitatively.
•2.2.1. Second graders begin to know and use different properties of
operations and objects.
•2.3.1 Second graders may construct arguments using concrete
referents, such as objects, pictures, drawings, and actions. They
practice their mathematical communication skills.
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quotient
divisor
dividend
remainder
Directions: Students fold paper in half and work in pairs.
One student asks the other to define the key vocabulary
in their own words using the graphic as a support piece.
Complete and accurate sentences required.
Division of Whole Numbers
In division, the number under the division box is called the dividend . The number
outside the division box is called the divisor . The answer in division is called the quotient . Sometimes the
answer does not come out even ; hence,
there will be a remainder .
Student #1 Student #2
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Find Your Match
concept
definition of concept
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congruent
line segment
ray
polygon
quadrilateral
parallel lines
angle
reflection
rotation
Bingo Vocabulary Practice
MCC4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular
and parallel lines. Identify these in two-dimensional figures.
MCC4.G.2 Classify two-dimensional figures based on the presence or absence of parallel or
perpendicular lines, or the presence or absence of angles of a specified size. Recognize right
triangles as a category, and identify right triangles.
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parallel lines
lines that will never intersect
parallelogram
4-sided quadrilateral.
2 pairs of parallel lines
pentagon
5-sided polygon
congruent
same size, same shape
9
.diameter
distance across a circle
through the center point
equilateral
3-sided polygon 3 congruent sides
3 sixty degree angles.
11
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division
divisor
subtraction
division
quotient
multiplication
product
product
factor
Standard
MCC3.OA.6 Understand division as an unknown-factor problem. For example,
find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
Activity: Find Your Match or Bingo
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to separate an amount into
smaller, equal groups to find
the number of groups or the
number in each group
the number that divides the
dividend
an operation on two numbers
that involves separating a
part from a whole and that
gives the difference.
an operation that results
in a quotient
the answer in a division
problem Example: 32 divided by 4 = 8
to combine equal groups
the result of a multiplication
expression
factor x factor = product
Example: 3 x 4 = 12,
12 is the product
31
the result of multiplying by a
whole number Example: 4 × 5 = 20
One of two or more numbers
that are multiplied together to
obtain a product;
factor x factor = product Example: 4 x 3 = 12, 4 and 3 are
factors.
13
Definitions for Find Your Match or Bingo
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3 x 3 Vocabulary
Column 1 Down:_______________________________________________ _____________________________________________________________ Column 2 Down:_______________________________________________ _____________________________________________________________ Column 3 Down:_______________________________________________ _____________________________________________________________ Column 1 Across:______________________________________________ _____________________________________________________________ Column 2 Across:______________________________________________ _____________________________________________________________ Column 3 Across:______________________________________________ _____________________________________________________________ Clayton County Public Schools
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Sample 3 x 3 Vocabulary
Column 1 Down: When you divide numbers, you usually have to multiply numbers and subtract them also. Column 2 Down: Division is an operation that results in a quotient and sometimes a remainder. Column 3 Down: When you divide the dividend, you have to multiply to find the product and find the difference between numbers. Column 1 Across: Your Turn Column 2 Across: Your Turn Column 3 Across: Your Turn
divide division difference
multiply quotient
t
dividend
remainder subtract product
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congruent
line segment
similar
polygon
transformation
parallel lines
angle
reflection
rotation
3 x 3 Vocabulary, Bingo, or Find Your Match
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compound sentences
subject verb agreement
punctuation
compound sentences
predicate adjectives
abstract nouns
direct object
sentence fragment
preposition
adjective
noun
pronoun
verb
adverb
conjunction
interjection
divide
division
factor
multiply
dividend
quotient
Parts of Speech
Grammar Math Academic
Vocabulary
Talk a Mile a Minute Cards
(Directions for how to play the game is a handout)
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Retelling a Story with Manipulatives
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Using Tangrams to Tell a Story
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GRANDFATHER
TANG’S
STORY
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RABBIT
Rabbit
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D
O
G
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Squirrel
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Hawk
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Tangram Activity Suggestions:
Language Arts
-Construct a tangram following a set of directions
-Story telling: recreate a sequence of events by creating pictures;
retell the story
In Grandfather Tang's Story, Grandfather tells a story about shape
changing fox fairies who try to best each other until a hunter brings
danger to both of them. As new characters are introduced,
tangram pieces are rearranged to represent the new character.
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Create images with tangrams to create/retell a story
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A
B D
C
F
X
Y
E
G
Z
Constructing a Tangram
Read and follow directions
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A C
B D
1. With a straight edge, connect diagonal BC.
2. Divide BC into four equal parts by following these directions:
(Find the midpoint of BC, label it F.
Find the midpoint of BF, label it E. Find the midpoint of FC, label it G.)
3. Find the midpoint of BD. Label it X.
4. Find the midpoint of CD. Label it Y.
5. Connect XY.
6. Find the midpoint of XY. Label it Z.
7. Connect EX.
8. Connect FZ.
9. Connect GZ.
10. Connect AF.
11. Check to make sure your picture looks exactly like the picture on the first page.
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CCGPS -Standards
Understand congruence and similarity using physical models, transparencies, or
geometry software.
Understand that a two-dimensional figure is congruent to another if the second
can be obtained from the first by a sequence of rotations, reflections, and
translations; given two congruent figures, describe a sequence that exhibits the
congruence between them.
Mathematics Grade 8 Geometry 8G
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TANGRAM ACTIVITIES
Look at the grid of figures on the next slide. Use the
tangram pieces to form the shapes at the top:
triangle, square, rectangle, parallelogram, or trapezoid
using 1, 2, 3, 4, 5, 6 or 7 tangram pieces.
As we make the shapes, draw them in the space on the
table and label the pieces used (i.e. A, B, C …)
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TANGRAM ACTIVITIES
Look at the 7 tangram pieces—can you name each tan?
F C G
• A, B, C, D, E are right triangles. Notice that A and B are larger
than the others and are the same size
• How does C compare with A and B?
• What about D and E?
• F is a square
• G is a parallelogram Clayton County Public Schools
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TANGRAM ACTIVITIES Using Two Pieces
Here is one solution. Solutions with different orientations of the shapes are the same.
Not possible D
E
The University of Texas at Dallas
E
D
G
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TANGRAM ACTIVITIES Using Three Pieces
The University of Texas at Dallas
E D
C C
E
D
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Exploring Congruence, Similarity,
and Symmetry of Polygons with Tangrams
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Not congruent
Congruent
Not similar
Similar
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The Tangram
Activity from: Sarah Fleeman, South Delta Middle School, Anguilla, MS
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Arrange the tans on the
right to form a triangle
congruent to the one on the
left.
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Using the tans to form two congruent figures
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Symmetry- If a shape has symmetry or is symmetrical it
means that if you folded in half both halves would look
exactly the same.
These figures have symmetry. They are symmetrical.
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Symmetry Exemplar
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More Symmetry Exemplars
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Arrange the tans on the right so that the
blue line is a line of symmetry.
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Arrange the tans on this side to show a
reflection of the arrow on the left.
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Arrange the tans on the right to form a
polygon similar to this one.
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Classroom Applications: Handouts
Click for Word Game Cards
Use games and manipulatives to practice academic
language rather than rely on a content area text or a
dictionary alone. Games and peer interaction create a low
stress, but engaging, instructional environment.
http://quizlet.com/264088/print/
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Web Resources
http://www.pbs.org/teachers/connect/resource
s/6344/preview/
(scroll to no. 28 for lesson and interactive; in Spanish no. 31)
http://www.asset.asu.edu/new/mathactive/less
ons/187/interface-transformation.swf
http://www.fun-stuff-to-do.com/support-files/how-to-fold-a-tangram.pdf
Make a Tangram
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http://www.igameflash.com/play.php?gid=21
ONLINE PRACTICE ACTIVITIES:
MANIPULATING TANGRAMS
http://www.mathsisfun.com/games/tangram-
1.html
http://www.randomhouse.com/kids/fiveancesto
rs/activities/game/tangram.html
http://www.003022710.net/games/games/tan
gram.swf
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Rules for Using the Tangram
•All seven parts of the Tangram must be used
when creating any shape
• No parts of the Tangram should overlap
• All parts can be used upside down or
rotated if needed
http://www.misterteacher.com/translation.html
click here to demonstrate rotation, transformation, slide, reflection
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Clayton County Public Schools
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