Some Math Perspective Eric #LMMathTalk IRVINE PARENT Teacher on Special Assignment Former Math Department Chair PREVIOUS CA STATE STANDARDS California had standards that were a mile wide and an inch deep. States across the nation all had their own, vastly varying standards. States had their own methods to assess student proficiency. Consistency and Equity Built to create a staircase of cumulative learning leading to achievement of the College and Career Readiness Anchor Standards (CCR) Mathematical Practices OVERARCHING HABITS OF MIND 1. Make sense of problems and persevere in solving them 6. Attend to precision OVERARCHING HABITS OF MIND 1. Make sense of problems and persevere in solving them 6. Attend to precision REASONING AND EXPLAINING 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others REASONING AND EXPLAINING 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others MODELING AND USING TOOLS 4. Model with mathematics 5. Use appropriate tools strategically MODELING AND USING TOOLS 4. Model with mathematics 5. Use appropriate tools strategically SEEING STRUCTURE AND GENERALIZING 7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning SEEING STRUCTURE AND GENERALIZING 7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning How does it look in the classroom? Learning from mistakes Many ways to get an answer More than one correct answer at times Explaining thinking Classroom discussions SAMPLE NON-TRADITIONAL OPERATIONS AND ALGEBRAIC THINKING SAMPLE NON-TRADITIONAL MULTIPLE RESPONSES Do Less for the Students ALLOW THEM TO STRUGGLE DONT FEED THEM YOUR ALGORITHM Math content Procedural and Fact Fluency 14 9 = 5 0.3 X 10 Move the decimal to the right. Too many rules with no explanation. tens + 6 ones -34 SAMPLE NON-TRADITIONAL SELECTED RESPONSE Sample Non-Traditional Selected Response SAMPLE NON-TRADITIONAL CONSTRUCTED RESPONSE 35 X 18 (35 X 2) X 9 70 X 9 (35 X 10) + (35 X 8) ( ) (35 X 20) (35 X 2) (30 X 18) + (5 X 18) (3x + 5)(x + 8) or (3x + 5)(2x - 2) How can you Help at Home? Talking about math you see Asking questions that make your child think Expect your child to tell you why that would make sense or why something else would not Ask them for other ways to show their thinking When practicing facts, encourage responses without any counting (when they are ready) How can Parents Help at Home? Please help your teachers to foster GROWTH in our young mathematicians by: 1. asking them to help you calculate something 2. asking them more questions and giving fewer answers 3. asking them: What do you notice? What do you think? How do you know? 4. asking them to make estimations often 5. NOT saying, I was never good in math. A New View on Praise Praise the Effort and Process For Intelligence Chose simpler tasks Focused on how they appeared Did not like nor want to continue on difficult tasks Over 40% of students exaggerated performance For Effort Chose challenging tasks Focused on the task of learning Enjoyed the difficult task and wanted to continue at home For Performance Varied choices Guiding Questions 1.How can you support you childs learning at home to help them be more successful in class? 2.What is one thing you might do differently at home, starting now, based on this information? Classroom math lessons MORE Hands - on, active learning Emphasis on higher order thinking Collaborative student learning Writing about math Focus on 8 Mathematical Practice Standards LESS Less student passivity Fewer worksheets and bubble - in answers Less prizing of silence in the classroom Less reliance on sole use of a textbook BEST PRACTICES Math at IUSD: WHAT WERE WE THINKING? We are a Forward Thinking District Eastman Kodak Cos long decline that culminated in a bankruptcy filing this week can be traced back to one source: its failure to reinvent itself in the digital age Critics fault Kodak for abandoning new projects too quickly, for spreading its digital investments too broadly, and for a complacency in its Rochester base that blinded the company from technological leaps elsewhere. Ernest Scheyder, Reuters Institutions that dont recalculate Learning is a Journey, not a Destination Enrichment Increased Depth and Complexity Focus on Content Imperatives Cultivates a Conceptual Understanding of Key Focus Areas Cultivate strength on Habits of Mind Experience Challenge and Frustration as a part of the Learning Process Encourage a variety of approaches Acceleration Focus on Procedural Fluency Challenge to Assess Mastery of Key Content Standards Focus on covering material, rather than understanding Appropriate for students at the Secondary level Math Pathway Committee ParentsTeachersAdministrators Higher Education Orange County Department of Education Math Grade A average in all reporting periods End of 6 th Grade Assessment 80% or above 90% or above on 3 key subtests Basic Skills Exam 90% or above Teacher Appraisal of Readiness Standards for Mathematical Practice Work habits Multiple Criteria for 7 th Grade Placement 3 out of 4 IUSD Secondary Mathematics Pathway Equity and access for all students Flex between pathways based on student needs Multiple opportunities for acceleration Questions? Eric Thank You!