1. Institute of Technology December 8, 2015 Parent/ Teacher Organization

2. Why Common Core 2

3. Three Shifts in ELA Regular practice with complex text and academic language Reading, writing, and speaking grounded in evidence from texts, both literary and informational Building knowledge through content-rich nonfiction 3

4. High School English Students will: Closely and critically read complex works of literature and informational texts Communicate about texts in writing and through class discussions Interpret what they read and present analysis using appropriate examples and evidence from text Assess the strength of an author’s or speaker’s points and assumptions based on evidence from the text 4

5. High School English Students will (cont): Expand on literary and cultural knowledge by reading great classic and contemporary works representative of various time periods, cultures, and worldviews Develop skill, fluency, and concentration to produce high-quality writing over multiple drafts 5

6. Staircase of Complexity 6

7. How You Can Help Increase time for conversation at home. Discuss classroom assignments, activities, and homework. Ask your child about his/her academic goals and interests. Assist in gathering sources of information of college and career opportunities. Begin to explore colleges and other postsecondary options that are of interest to your child. 7

8. Be an Active Partner Reach out to your child’s teacher and ask:  Is my child becoming an effective writer?  Is my child becoming more skilled at reading and understanding challenging material? With what does he/she struggle?  What extra support can I provide at home to reinforce what you are teaching in class?  How can I ensure that my child is developing good study habits for high school and beyond? 8

9. Common Core Mathematics Program Focus Coherence Rigor

10. Students must: Parents Can: Spend time on fewer concepts Know what the priority work is for your child for their grade level Spend time with your child on priority work Ask you child’s teacher about their progress on priority work Focus – Learn more about less 10

11. Students Must: Parents Can: Keep on building learning year after year Be aware of what your child struggled with last year and how that will affect learning this year. Advocate for your child and ensure that support is given for “gap” skills – negative numbers, fractions Coherence- Skills Across the Grade Level 11

12. Students Must… Parents Can… Understand why the math works. Make the math work. Talk about why the math works Prove that they know why and how the math works Notice whether your child really knows why the answer is what it is Ask your child to explain the steps they are doing and why the steps work Ask your child to do the Real-World math at home Rigor – Balance of understanding and skill 12

13. Conceptual Understandings in High School 13 Focus Areas of Rigorous Instruction of Conceptual Understanding and Fluency 8Linear algebra and linear functions Alg. 1 Seeing structure in expressions and reasoning with equations and inequalities Geo. Congruence, similarity, expressing geometric properties with equations and modeling with geometry Alg. 2 Polynomial, radical, rational and trigonometric functions

14. Students Must… Parents Can… Spend time practicing – problems on the same idea Push children to know/memorize basic math facts/perform skills in Algebra Know all of the fluencies your child should have and prioritize learning of the ones they don’t Rigor – Balance of understanding and skill 14

15. Fluencies in Grades 6- Algebra 2 15 StandardRequired Fluency 66.NS.2,3 Multi-digit division Multi-digit decimal operations 77.EE.4Solve px + q = r, p(x + q) = r 88.EE.8Solve simple 2x2 systems by inspection Alg.1A-APR.1Fluency in adding, subtracting, and multiplying polynomials Alg. 1A-SSE.1bFluency in transforming expressions and chunking GeoG-SRT.5Fluency with the triangle congruence and similarity criteria Geo G-GPE.4, 5, 7 Fluency with the use of coordinates to establish geometric results, calculate length and angle, and use geometric representations as a modeling tool GeoG-CO.12Fluency with the use of construction tools, physical and computational Alg.2A-APR.6Divide polynomials with remainder by inspection in simple cases Alg.2A-SSE.2 To see structure in expressions and to use this structure to rewrite expressions Alg.2F-IF.3Fluency in translating between recursive definitions and closed forms

16. Mathematical Practices Habits of Mathematicians 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 express regularity in reasoning 16

17. Brain Research No “Math Brain” The brain has plasticity – it changes and adapts Mistakes are GOOD for the brain! 17

18. Fixed Mindset Growth Mindset Intelligence is fixed Avoid challenges Give up easily Sees efforts as fruitless Ignore useful feedback Want to maintain looking “smart” Mistakes = failure Intelligence can be developed Embraces challenges Persists despite obstacles Sees effort as necessary for success Mistakes = Learning Carol Dweck’s Work 18

19. If kids say: Try: I got it wrong I can’t do it I’m not good at this I’m not good at math So what did you learn from the mistake? What are some strategies that you can try? What are you missing? You can train your brain to do math with effort Changing Language 19

20. On-Line Resources Khan Academy Jmap.org E-Math Instruction Castle Learning Accelerated Math 20

21. Questions? 21