Post on 23-Feb-2016
description
Implementing “Common” Tasks in a Traditional Classroom
A Problem A DayEasing into the Common Core
Jillian RiehlTeacher @ Flintridge Preparatory School
Masters Student @ California State University, Northridge La Canada, CA
Systems of EquationsSolve the following system algebraically:
TraditionalTextbookProblem
From Algebra & Trigonometry Structure & Method, Book 2. McDougall Littell, Page 129, #25
Systems of EquationsCommon
Core
Edition
FOUND: illustrativemathematics.org
A-CED 4: This problem could be used in Math 1 (Algebra I) or Math 3 (Algebra II)
What Was My Plan?
Use one “Common Core” problem per day
that addresses at least 2 standards for mathematical practice
Step 1: Map Out Your Curriculum Pathway
I decided to follow the progression of my Algebra II textbook since my school has not changed our math
curriculum.
Websites with progression suggestions for Common Core Math I, Math II, and Math III can be found in your supplement
Step 2: Get A “Common Core” Problem For Each Day
What makes a “Common Core” problem:• SHORT: 10-20 minutes long INCLUDING a final
discussion• BUT NOT TOO SHORT: Students should have to
consider what is being asked and discuss the problem with a classmate
• MULTIPLE APPROACHES: Students are encouraged (and applauded) for finding a new method.
• PRACTICE STANDARDS: Problems must meet at least 2
What Do I Mean by Get?• Find a problem online
• http://www.illustrativemathematics.org/standards/hs• http://
map.mathshell.org/materials/stds.php?id=1190#standard1201
• Rewrite a textbook problem
How to Write a Good Problemwhen you can’t find what you’re looking for
Use a published
problem as a template & insert
your content!
http://www.smarterbalanced.org/Sample Items
Systems of EquationsSolve the following system algebraically:
From Algebra & Trigonometry Structure & Method, Book 2. McDougall Littell, Page 129, #25
TraditionalTextbookProblem
Systems of EquationsCommon
Core
Edition
FOUND: illustrativemathematics.org
A-CED 4: This problem could be used in Math 1 (Algebra I) or Math 3 (Algebra II)Practice Standards Addressed:
Work with your neighbor.
Look for multiple approaches for finding the solution. Then determine which practice standard(s) each problem addresses. Be
prepared to justify your choices!
Problem Set #1Systems of Equations
Debrief
Methods and Standards
What Do You Do When Kids Resist?
• Your thoughts? • Break the challenge down into easier
problems• Do it regularly so they get used to the
format• Test out the problem with friendly numbers• Be ok with discomfort!
After 2 Months…
Test Scores
Average for all of my Algebra II classes on the Chapter 2 & 3 Test
2009: 89%2010: 90%2011: 89%2012: 88%2013: 93%
The Students Weigh In…Phase Section C Section D
How bored were you in class?Possible score is between 1 and 4 points (4 is very
bored)On the first day of schoolQ: How bored have you
been historically in math class?
2.076 2.7222
After 3 weeks where BOTH CLASSES did a
Common Core problem each day
1.6428 1.4444
After 3 weeks where NO CLASSES got Common
Core problems 1.788 1.833
After 3 weeks where ONLY SECTION C did a Common
Core problem each day1.412 1.7
Student Feedback After First 3 Weeks
where both classes had Common Core problems“I find your teaching methods really different yet fun. I'm used to listening to boring
lectures all day, but in your class that rarely happens. You give us challenging yet fun problems to work on by ourselves or with a partner. You give us a chance to go to the front of the class and teach what we learned”
“I like the format, it is nice to learn with word problems” “I think your class is great. I like how we use math to calculate real life problems, not just the normal math in the book. I also like how we have partners and how we do lots of group work. I think that really helps. When I do not get a problem, I can talk it out with my partner”
Student Feedback After Next 3 Weekswhere neither class had Common Core problems
“I don't really remember doing anything very interesting in the past couple of weeks. The challenge problems made it fun before, but we didn't do any of those.”
“This last section had to do simplifying and factoring variables and equations and such and therefore there wasn't much connection to everyday life and a lot was just review so only some of it was truly challenging but you made it really fun and interesting and I enjoyed all of it.”
“I still don't understand when I will ever graph an inequality in my everyday life outside of class”
Student Feedback After Final 3 Weekswhere ONLY section C had challenge problems
“I like how we find every possible way to solve a problem.” –Section C
“I like the asking "why.”” – Section C
“I like the amount of participation the whole class has in general. Everyone gets a chance to try, think about and learn the concepts…” –Section C
“I liked when we worked on the challenge problems! Bring them back!” – Sect. D
How Do You Get Started?
Know your curriculum pathway
Get problems to match up with each lesson
Overwhelmed? Start small – even one problem per week is good!
References
Material:• www.illustrativemathmatics.org• http://map.mathshell.org/Comics:• larrycuban.wordpress.com• www.Someecards.com• www.weareteachers.com
Radical ExpressionsSimplify:
From Algebra & Trigonometry Structure & Method, Book 2. McDougall Littell, Page 268, #10
TraditionalTextbookProblem
Radical ExpressionsCommon
Core
Edition
√ 95 , √270√6, 4 √3√12
, 3√135 , 3√32 , √96√3, √50√49
Without using a calculator, put the expressions in order from least to greatest
N-RN 2: This topic will now be covered in Math 2 (Geometry)Practice Standards Addressed: