1. Common Core: What can Parents Do?
Jody Popple
Math Specialist
Madison Oneida Boces
EngageNY.org

2. Welcome!

3. Tonight’s Objectives
Help parents understand how the Common Core State Standards are different from traditional NY educational standards.
Help parents understand what the shift to the new standards will mean for their kids.
Help parents understand how they can help their kids at home.

4. Common Core Math is getting the works from critics
It’s too demanding for most kids
Holds back the speedy kids
Not the same as what parents already know
Makes kids cry
It even promotes “fuzzy math”
Whether or not you agree with the new standards or state testing, it is the reality our children are facing right now.
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5. So your child needs you right now.
You don’t have to agree with it, and I am not saying there isn’t room for debate, but today-right now-your child is studying math under a new set of standards. Any changes designed to improve schooling, no matter how perfectly conceived, need parent involvement to succeed.
So your child needs you right now.
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6. Common Core lays the foundation for students to have a better grasp of mathematical concepts than previous standards, and sets higher expectations for teaching and learning.
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7. Math before the Core
To Appreciate the changes under way, and better understand the anxiety provoked by common core, let’s look back at math before the core.
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8. “Plug and Chug” math
Math was a bunch of memorized rules that didn’t make much sense.
“Follow the rules and you will get the right answer.”
“Do something different, and you were likely to get it wrong”
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9. Figuring out which rule to apply
Analytical Thinking
Figuring out which rule to apply
* We firmly believed that this was what
mathematics actually was.
Limited need for originality
Limited need for explanations
Limited even genuine understanding
Then when kids were asked to do something different parents were up in arms.
We have read the frantic comments on social media by distraught parents who simply cannot fathom the work their kids are bringing home.
More grade specific workshops to help with this transition.
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10. Learning Math The New Way
Leads to deeper understanding (why before how)
Removes the need for endless rule-memorizing
Provides the intellectual flexibility to apply math in new situations.
Also, it is A LOT MORE FUN!!!
Common Core saves us from plug and chug. It asks students to learn math with both computational fluency, and understanding of the ideas.
*Combining with understanding makes for problem solvers who can genuinely use their math.
This is what is necessary for higher level math, and what businesses want.
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11. Good Math Produces: Students who can compute correctly and wisely.
Students who can explain what they are doing when they solve a problem or use math to analyze.
Students who have the flexibility and understanding to find the best approach to a new problem.
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12. A Closer Look: Mathematics Shifts
Focus: learn more about less
Build skills across grades
Develop speed and accuracy
Really know it, Really do it
Use it in the real world
Think fast AND solve problems
When common core was introduced, there was talk about shifts in instruction.
The shifts in math now emphasize mastery of math concepts.
Goal:
Learn more about less.
To slow down and dig deeper for better understanding.
It is important for students to be able to show their work- how they arrived at an answer, demonstrating their understanding of the process used.
The object is to build skills grade by grade
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13. Mathematical Models
A set of concrete and pictorial models that students use repeatedly across grade levels.
Over time, students become familiar with these models and use them in more complex ways to solve problems.
Models become part of a students’ tool box, which will help them have a quicker understanding of concepts as they are introduced.
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14. Number Bonds Pictorial representation of part-part-whole relationships
Smaller numbers (parts) make up larger numbers (whole)
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15. Number Bonds Crucial model for learning 3 key decompositions:
All bonds within 10
The bonds of 10
*to support how much a number needs to make a 10
unit.
3. The decompositions of teen numbers as a ten and some
ones
*Essential for mastery of sums and differences to
20, which lays the foundation for place value
understanding.
Basis for Mental Math Strategies
Demonstrate Progeression
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16. Ten Frames Builds toward base 10 number system.
Helps with addition and subtraction.
Can use concrete objects.
5 group formation
*Filled top left to right – provides pattern for placing disks on place value mat.
Can see as 5 and 2
* Egg carton
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17. Rekenrek
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18. Place Value Chart 1. Bundles
A graphic organizer that students use beginning in grade 1 through grade 5 with decimals.
Progression:
1. Bundles
2. Base 10 Blocks
3. Disks
4. Draw Disks
5. Chip Model
Demonstrate Progression Show hide 0 cards
Add
Subtract
Multiply
Divide
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19. Hide 0 Cards
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20. Arrangement of a set of objects organized into equal groups in rows and columns (ten frame)
Reinforce the meaning of multiplication as repeated addition and the two meanings of division. This use reinforces the relationship between multiplication and division
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21. Area Model
Effective strategy for teaching large number multiplication and for reinforcing place value and number sense
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22. Tape Diagram
Visual problem-solving tool that helps students solve arithmetic and algebraic word problems.
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23. Forms of the Tape Diagram
Rigor Breakdown –
Application for Grades PK–2
February 2013
Network Team Institute
Forms of the Tape Diagram 8 5 ? 5 8 ?
There are two basic forms of the bar diagram model. The first form is sometimes called the part-whole model; it uses bar segments placed end-to-end. The second form, sometimes called the comparison model, uses two or more bars stacked in rows that are left-justified; in this form the whole is depicted off to the side.
We will reflect on the nuances of the two forms when we have finished this section. For now, you can use whichever works best for you with any given problem.

24. Rigor Breakdown – Application for Grades PK–2
February 2013
Network Team Institute
Example 8: Jose has 4 paper clips. Harry has twice as many paper clips as Jose. How many paper clips do they have altogether?

25. So, what can parents really do to help?
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26. Finding math in everyday life
Be supportive when your child struggles, and even encourage him or her to ask for help.
* Remember it is ok to struggle
More fun in the real world:
-have your child ‘Do the Math’ when it pops up in daily life.
Trips to the store can be an entertaining way for kids to reinforce their learning and to amaze you with the skills they are developing.
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27. Backpacks: What you should see
Books that are both fiction and non-fiction
Real-world examples that makes what students learn in English and math make more sense
Writing assignments that require students to use evidence instead of opinion
Math homework that asks students to write out how they got their answer
Math homework that asks students to use different methods to solve the same problem

28. Some questions to ask your child
Tell me something you learned in your reading. How did you learn it?
Did you talk about anything you read in class today? Did you use evidence when you talk about what you read?
Did you learn any new words in class today? What do they mean? How do you spell them?
How did you use math today? Can you show me an example?
What math problems did you do today? How did you get your answer?

29. Any ideas?
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30. Resources for parents
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31. EngageNY
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32. Additional resources www.achievethecore.org www.learnzillion.com

33. Closing discussion It is Not a Test Not a Curriculum
Common Core is a List of Topics everyone knows we should teach
It is Not a Test
Not a Curriculum
Not a Set of Homework Problems
Not a Federal Mandate
And not a teacher evaluation tool.
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34. They Can Do This
In the end, give children some credit. They CAN do this.
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engageny
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35. Thank you
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