Title: Empowering Learners through the Common Core State Standards in Grades 3-5
1Empowering Learners through the Common Core State
Standardsin Grades 3-5
- Juli K. Dixon, Ph.D.
- University of Central Florida
- juli.dixon_at_ucf.edu
2Solve this
3 1/7
3Solve this
3 1/7
Tell someone near you how you solved it.
4Perspective
When asked to justify the solution to 3 1/7
A student said this
5Perspective
When asked to justify the solution to 3 1/7
A student said this
Just change the division sign to multiplication
and flip the fraction after the sign. 3 1/7
becomes 3 x 7/1. So I find 3/1 x 7/1 which is
21/1 or 21.
6Perspective
When asked to justify the solution to 3 1/7
A student said this
Just change the division sign to multiplication
and flip the fraction after the sign. 3 1/7
becomes 3 x 7/1. So I find 3/1 x 7/1 which is
21/1 or 21.
Is this an acceptable justification?
7Perspective
When asked to justify the solution to 3 1/7
Another student said this
I know there are 7 groups of 1/7 in one whole.
Since there are three wholes, I have 3 x 7 or 21
groups of 1/7 in 3 wholes so 3 1/7 21.
8Perspective
When asked to justify the solution to 3 1/7
Another student said this
I know there are 7 groups of 1/7 in one whole.
Since there are three wholes, I have 3 x 7 or 21
groups of 1/7 in 3 wholes so 3 1/7 21.
How is this justification different and what does
it have to do with the CCSSM?
9Background of the CCSSM
- Published by the National Governors Association
and the Council of Chief State School Officers in
June 2010 - Result of collaboration from 48 states
- Provides a focused curriculum with an emphasis on
teaching for depth
10Background of the CCSSM
45 States DC have adopted the Common Core State
Standards
Minnesota adopted the CCSS in ELA/literacy only
11Background of the CCSSM
- standards must address the problem of a
curriculum that is a mile wide and an inch
deep. These Standards are a substantial answer
to that challenge (CCSS, 2010, p. 3).
12Background of the CCSSM
- standards must address the problem of a
curriculum that is a mile wide and an inch
deep. These Standards are a substantial answer
to that challenge (CCSS, 2010, p. 3). - So what do these standards look like anyway?
13CCSSM Content Standards Wordle for Grades 3-5
14Content Standards
- Define expectations for students at each grade
level - Use concepts from earlier grades
- Emphasize need to justify mathematical moves
- Indicate understanding and skill are equally
important - Include expectations that students demonstrate
understanding of procedures
15Content Standards
- Critical Areas major areas of focus for grade
- Domains group related clusters
- Clusters group related standards
- Standards define what students should know
and be able to do
16Content Standards
Number Operations in Base Ten 4.NBT Use place
value understanding and properties of operations
to perform multi-digit arithmetic 5. Multiply
multi-digit numbers using strategies based on
place value and the properties of operations.
Illustrate and explain the calculations by using
equations, rectangular arrays, and/or area models.
17Content Standards
Number Operations in Base Ten 4.NBT Use place
value understanding and properties of operations
to perform multi-digit arithmetic 5. Multiply
multi-digit numbers using strategies based on
place value and the properties of operations.
Illustrate and explain the calculations by using
equations, rectangular arrays, and/or area models.
Domain
Cluster
Standard
18Background of the CCSSM
The CCSSM consist of Content Standards and
Standards for Mathematical Practice. The
Standards for Mathematical Practice describe
varieties of expertise that mathematics educators
at all levels should seek to develop in their
students (CCSS), 2010, p. 6).
19Making Sense of the Mathematical Practices
The Standards for Mathematical Practice are based
on
- The National Council of Teachers of Mathematics
(NCTM) Principles and Standards for School
Mathematics (NCTM, 2000), and - The National Research Councils (NRC) Adding It
Up (NRC, 2001).
20Making Sense of the Mathematical Practices
NCTM Process Standards
- Problem Solving
- Reasoning and Proof
- Communication
- Representation
- Connections
21Making Sense of the Mathematical Practices
NRC Strands of Mathematical Proficiency
- Adaptive Reasoning
- Strategic Competence
- Conceptual Understanding
- Procedural Fluency
- Productive Disposition
22Making Sense of the Mathematical Practices
NRC Strands of Mathematical Proficiency
- Adaptive Reasoning
- Strategic Competence
- Conceptual Understanding
- Procedural Fluency
- Productive Disposition
23Standards for Mathematical Practice Wordle
24Making Sense of the Mathematical Practices
The 8 Standards for Mathematical Practice
- Make sense of problems and persevere in solving
them - Reason abstractly and quantitatively
- Construct viable arguments and critique the
reasoning of others - Model with mathematics
- Use appropriate tools strategically
- Attend to precision
- Look for and make use of structure
- Look for and express regularity in repeated
reasoning
25Perspective
According to a recommendation from the Center for
the Study of Mathematics Curriculum (CSMC, 2010),
we should lead with the Mathematical Practices.
26Perspective
- Lead with Mathematical Practices
- Implement CCSS beginning with mathematical
practices, - Revise current materials and assessments to
connect to practices, and - Develop an observational scheme for principals
that supports developing mathematical practices. - (CSMC, 2010)
27SMARTER Balanced Assessment Consortium
Draft Assessment Claims for Mathematics
- Concepts and Procedures
- Problem Solving
- Communicating Reasoning
- Data Analysis and Modeling
- See Draft Item Spec released January 26, 2012
28Content Standards
Number Operations in Base Ten NBT Use place
value understanding and properties of operations
to perform multi-digit arithmetic 5. Multiply
multi-digit numbers using strategies based on
place value and the properties of operations.
Illustrate and explain the calculations by using
equations, rectangular arrays, and/or area models.
Domain
Cluster
Standard
29Solve this
30Solve this
31What did you do?
32Perspective
What do you think fourth grade students would
do? How might they solve 4 x 7 x 25?
33(No Transcript)
34Perspective
Are you observing this sort of mathematics talk
in classrooms? Is this sort of math talk
important?
35Perspective
What does this have to do with the Common Core
State Standards for Mathematics (CCSSM)?
36With which practices were the fourth grade
students engaged?
The 8 Standards for Mathematical Practice
- Make sense of problems and persevere in solving
them - Reason abstractly and quantitatively
- Construct viable arguments and critique the
reasoning of others - Model with mathematics
- Use appropriate tools strategically
- Attend to precision
- Look for and make use of structure
- Look for and express regularity in repeated
reasoning
37With which practices were the fourth grade
students engaged?
The 8 Standards for Mathematical Practice
- Make sense of problems and persevere in solving
them - Reason abstractly and quantitatively
- Construct viable arguments and critique the
reasoning of others - Model with mathematics
- Use appropriate tools strategically
- Attend to precision
- Look for and make use of structure
- Look for and express regularity in repeated
reasoning
38Perspective
In an effort to simplify students learning
pathways and minimize barriers (stigler, et. al.,
1999), teachers often provide students with
efficient procedures too early. When we do this
we minimize students opportunities to engage in
these practices.
39Impact on Depth
What does it mean to use strategies to
multiply? When do students begin to develop
these strategies?
40Content Standards
Operations Algebraic Thinking 3.OA Understand
properties of multiplication and the relationship
between multiplication and division. 5. Apply
properties as strategies to multiply and divide
Multiply and divide within 100. 7. Fluently
multiply within 100, using strategies such as the
relationship between multiplication and division
or properties of operations...
41What does it mean to use strategies to multiply?
42What does it mean to use strategies to multiply?
- Consider 6 x 7
- What strategies can we use?
43What does it mean to use strategies to multiply?
- Consider 6 x 7
- What strategies can we use?
- How can using strategies to multiply these
factors help students look for and make use of
structure? (SMP7)
44(No Transcript)
45The Standards for Mathematical Practice help us
to focus on processes, not just products.
46Making Sense of the Mathematical Practices
The 8 Standards for Mathematical Practice
- Make sense of problems and persevere in solving
them - Reason abstractly and quantitatively
- Construct viable arguments and critique the
reasoning of others - Model with mathematics
- Use appropriate tools strategically
- Attend to precision
- Look for and make use of structure
- Look for and express regularity in repeated
reasoning
47Reason abstractly and quantitatively
2
- Reasoning abstractly and quantitatively often
involves making sense of mathematics in
real-world contexts. - Word problems can provide examples of mathematics
in real-world contexts. - This is especially useful when the contexts are
meaningful to the students.
48Reason abstractly and quantitatively
2
- Consider the following problems
- Jessica has 8 key chains. Calvin has 9 key
chains. How many key chains do they have all
together? - Jessica has 8 key chains. Alex has 15 key chains.
How many more key chains does Alex have than
Jessica? -
49Reason abstractly and quantitatively
2
- Consider the following problems
- Jessica has 8 key chains. Calvin has 9 key
chains. How many key chains do they have all
together? - Jessica has 8 key chains. Alex has 15 key chains.
How many more key chains does Alex have than
Jessica? - Key words seem helpful
50Reason abstractly and quantitatively
2
- Consider the following problems
- Jessica has 8 key chains. Calvin has 9 key
chains. How many key chains do they have all
together? - Jessica has 8 key chains. Alex has 15 key chains.
How many more key chains does Alex have than
Jessica? - Key words seem helpful, or are they.
51Reason abstractly and quantitatively
2
- Now consider this problem
- Jessica has 8 key chains. How many more key
chains does she need to have 13 key chains all
together?
52Reason abstractly and quantitatively
2
- Now consider this problem
- Jessica has 8 key chains. How many more key
chains does she need to have 13 key chains all
together? - How would a child who has been conditioned to use
key words solve it?
53Reason abstractly and quantitatively
2
- Now consider this problem
- Jessica has 8 key chains. How many more key
chains does she need to have 13 key chains all
together? - How would a child who has been conditioned to use
key words solve it? - How might a child reason abstractly and
quantitatively to solve these problems?
54Which Practices Have We Addressed?
The 8 Standards for Mathematical Practice
- Make sense of problems and persevere in solving
them - Reason abstractly and quantitatively
- Construct viable arguments and critique the
reasoning of others - Model with mathematics
- Use appropriate tools strategically
- Attend to precision
- Look for and make use of structure
- Look for and express regularity in repeated
reasoning
55Which Practices Have We Addressed?
The 8 Standards for Mathematical Practice
- Make sense of problems and persevere in solving
them - Reason abstractly and quantitatively
- Construct viable arguments and critique the
reasoning of others - Model with mathematics
- Use appropriate tools strategically
- Attend to precision
- Look for and make use of structure
- Look for and express regularity in repeated
reasoning
56The exploration of fractions provide excellent
opportunities for student engagement with the
Standards for Mathematical Practice.
57How do we support this empowerment?
- a lack of understanding of mathematical
content effectively prevents a student from
engaging in the mathematical practices - (CCSS, 2010, p. 8).
58How do we support this empowerment?
- a lack of understanding of mathematical
content effectively prevents a student from
engaging in the mathematical practices - (CCSS, 2010, p. 8).
- When and how do we develop this understanding?
59We must anticipate student misconceptions and use
them as spring boards to learning.
60Consider this 5th grade class.
61(No Transcript)
62What was the misconception?
63What was the misconception?With which practice
were the students engaged?
64With which practice were the fifth grade students
engaged?
The 8 Standards for Mathematical Practice
- Make sense of problems and persevere in solving
them - Reason abstractly and quantitatively
- Construct viable arguments and critique the
reasoning of others - Model with mathematics
- Use appropriate tools strategically
- Attend to precision
- Look for and make use of structure
- Look for and express regularity in repeated
reasoning
65With which practice were the fifth grade students
engaged?
The 8 Standards for Mathematical Practice
- Make sense of problems and persevere in solving
them - Reason abstractly and quantitatively
- Construct viable arguments and critique the
reasoning of others - Model with mathematics
- Use appropriate tools strategically
- Attend to precision
- Look for and make use of structure
- Look for and express regularity in repeated
reasoning
66How might you change your practice to address
these now?
The 8 Standards for Mathematical Practice
- Make sense of problems and persevere in solving
them - Reason abstractly and quantitatively
- Construct viable arguments and critique the
reasoning of others - Model with mathematics
- Use appropriate tools strategically
- Attend to precision
- Look for and make use of structure
- Look for and express regularity in repeated
reasoning
67Where do we start?
- There are at least three ways to think about
this - Where do we start as teachers and administrators?
- Where do we start as users of mathematics?
Thinking mathematically. - Where do we start with respect to grade level?
68Describing the Standards
a lack of understanding of mathematical
content effectively prevents a student from
engaging in the mathematical practices (CCSS,
2010, p. 8).
69Engaging Students in Reasoning and Sense Making
- We need to question students when they are wrong
and when they are right. - We need to create an environment where students
are expected to share their thinking. - We need to look for opportunities for students to
reason about and make sense of mathematics.
70Advice to help parents support their children
- Teach procedures only after they are introduced
in school. Ask your child to explain his or her
thinking to you. Discuss this with your teacher. - Drill addition/multiplication facts only after
your child explores strategies. - Help your child become more proficient in using
mathematics at home.
71How do we support this empowerment?
- What we know best might be the most difficult to
change.
72How do we support this empowerment?
- Teachers need content knowledge for teaching
mathematics to know the tasks to provide, the
questions to ask, and how to assess for
understanding. - Math Talk needs to be supported in the classroom.
- Social norms need to be established in classroom
and professional development settings to address
misconceptions in respectful ways.
73Empowering Learners through the Common Core State
Standardsin Grades 3-5
- Juli K. Dixon, Ph.D.
- University of Central Florida
- juli.dixon_at_ucf.edu