1. Welcome to Common Core Math Night Grades K - 6

2. Fortune 500 Survey On Needed Workforce Skills  Critical Thinking/Problem Solving  Oral and Written Communication  Teamwork/Collaboration  Information Technology Application  Leadership  Creativity/Innovation  Lifelong Learning/Self-direction/Work Ethic  Professionalism/Ethics/Social Responsibility

3. Common Core Mission Statement The Common Core State 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 robust 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.

4. Common Core Standards  Have a more focused set of goals for each grade level.  Stress critical thinking.  Expect students to move beyond memorizing skills.

5. Standards for Mathematical Practice 1. Make sense of problems and persevere in solving them …start by explaining the meaning of a problem and looking for entry points to its solution 2. Reason abstractly and quantitatively …make sense of quantities and their relationships to problem situations 3. Construct viable arguments and critique the reasoning of others … understand and use stated assumptions, definitions, and previously established results in constructing arguments 4. Model with mathematics …can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace 2011 © CA County Superintendents Educational Services Association

6. Standards for Mathematical Practice 5. Use appropriate tools strategically …consider the available tools when solving a mathematical problem 6. Attend to precision …communicate precisely using clear definitions and calculate accurately and efficiently 7. Look for and make use of structure …look closely to discern a pattern or structure 8. Look for and express regularity in repeated reasoning …notice if calculations are repeated, and look for both general methods and for shortcuts 2011 © CA County Superintendents Educational Services Association

7. The Common Core standards require deeper thinking and flexibility:

8. 3 RD GRADE Develop understanding of fractions as numbers. 3.NF.3. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.

10. 4 TH GRADE Use place value understanding and properties of operations to perform multi-digit arithmetic. 4.NBT.5. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

11. Pablo solved a multiplication problem using two different methods. He made a mistake in either Method W or Method Z.

12. 5 TH GRADE Number and Operations—Fractions (NF) Apply and extend previous understandings of multiplication and division to multiply and divide fractions. 5.NF.4. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. 5.NF.6. Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

14. How has instruction at PCY changed to meet 21 st century workforce skills, the Common Core State Standards and the changing assessments?

15. The Key to Drive Successful Implementation Teacher Professional Development and On-Going Support

16. Teachers Development Group-TDG Best practice seminars (4 days) focused on Habits of Mind and Habits of Interaction 4 Studio Cycles to plan a lesson, observe it in action and analyze instruction Ongoing on line support and communication with consultant and colleagues Leadership coaching for administration Studio Teacher Experience

17. Mathematical Habits of Mind Thinking Like a Mathematician

18. Mathematical Habits of Mind

20. Mathematical Habits of Interaction

22. Fixed Mindset vs. Growth Mindset Carol Dweck Fixed MindsetGrowth Mindset Believe that ability is fixed and being good at math is a “gift” Believe that math “smartness” grows with hard work 22

23. Fixed Mindset vs. Growth Mindset Carol Dweck Growth Mindset Video Clip

24. How to help your child at home  Your job is to help your child move towards an answer, not solve the problem for him or her.  Have your child explain to you how he or she is thinking and reasoning about the problem.  Let them grapple.  Resist the temptation to rescue your child.  Praise your child for qualities they can control like effort and perseverance.

25. How to help your child at home Ask open-ended questions:  “Explain your thinking.”  “How do you know?”  “What confuses you?”  “What do you understand?”  “What do you know about the problem?”  “What are you being asked to do?”  “If your math teacher were here, what would he or she say?”  “What ideas do you have for solving the problem (i.e. drawing, using manipulatives, role playing, etc.) Some of the slides have been taken from Torrey Pines Elementary School’s Math Night Presentation.