the middle years session 2 presenter’s guide

CCSS-Mathematics

the Middle Years SESSION 2

Presenter’s Guide

Module: CCSS-M The Middle Years Session 2 of 3

Content: The second in a series of three, this session guides parents through the alignment of LAUSD’s mission and vision for college-and career-readiness through the implementation of the Common Core State Standards (CCSS). It also explains the math domains of the Math standards and introduces Math Practices 5-8. Parents leave the session with tools to continue their learning, on their own and with their child.

Approximate Time Frame:

1.5 hours

Suggested

Parents of 5th-10th grade students in LAUSD

Module Summary

The “Big Ideas” Schools, parents, and students must work together to reach LAUSD’s goals of Proficiency for all and 100% Graduation. The implementation of the Common Core State Standards will not only help students learn the skills and habits to help them reach proficiency and graduation, but will prepare them for college and career. Working with the Office of Curriculum, Instruction and School Support (OCISS), PCSB has created an informational PowerPoint Presentation and accompanying activities to inform parents of the underlying structure of the CCSS Mathematics standards and how they can support their child’s learning at home. This presentation is directed toward parents of Middle School students because it is the time at which students move from concrete thinking to more complex and abstract learning.

Participants’ Learning/Performance Objectives

By the end of this training module, participants will be able to:

• Review, from Session 1, how the Common Core State Standards (CCSS) prepare students for college and career options and align with LAUSD’s goals and plans

• Understand how the CCSS for Mathematics are organized in Grades K-8

• Become familiar with some of the Math Practices

• Take back resources and activities to use at home to support math learning

Presenter’s Activities to Support this Learning

During this training, the presenter will engage participants in:

• Several opportunities to engage in group or partner discussion

• Direct application of their learning via a math problem

• Personal reflective time on their math attitude and new learning

Tools and Materials

Handouts for each participant: • Copies of PowerPoint in English and Spanish (depending on

audience) 2 slides per page, back to back • Math Practices workbook • KWL chart • Domain Progressions page • Parents’ Guide to Student Success

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Slide Slide View Presenter’s Text

1

[Before the presentation, at the sign-in table, return the KWL charts to their owners from Session I and provide some blank ones for new parents to use.]

Say: “Welcome!

Thank you for returning to the second in a series of three workshops we have planned for you. We hope to give you relevant and timely information about middle school math under the Common Core Standards and how you can support the Common Core at home.

I’d like to take a moment to go around the room and have everyone introduce themselves. I’ll start. My name is __________, and I my children attend ________ high school and ________ middle school.”

[Continue introductions around the room. Thank each individual for sharing.]

Last time we talked about three major changes that we need to make to adopt the Common Core. We need to change how our students think about and communicate about math, and we might also need to change our attitude about math. The Common Core Math Standards are the skills and concepts that students need to know to master the content of each grade level. To support that work, students can use the 8 Math Practices to build up their critical thinking and problem-solving skills. With a positive Math Attitude, we all learn better because we are open to learning from mistakes; and we trust in our ability to overcome any obstacle.

Today, we will continue our learning with these “shifts” in mind; but first, I’ll answer some questions, or “Want-to-knows” that came up on the KWL sheets. [Answer a few questions.] If you were not here during the first session, be sure to pick up a blank KWL sheet from the sign-in.

You’ll have time to add more questions in the W, or “Want-to-know” column, and add more to the “Learned” column today. Let’s get started.” [click]

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2

Say: “We have four objectives for this session. Can I have a volunteer read each one?” [Have 4 volunteers read each objective.] Ask: “Are there any questions about these objectives?”

3

Say: “For those of you who were not with us at the first session, welcome. We are going to begin with a brief overview of some of the major ideas we touched on in Session 1.

The first major idea we talked about was how LAUSD’s goals align with the goals that parents have for their child’s future and how the Common Core is one way we will get more children prepared for the kinds of tasks and thinking that will be required of them when they become adults.”

4

Say: “All parents want their children to grow into adults with the tools and skills they need for a quality life. Education can provide students with options, and that is the goal of LAUSD.

Your vision is our vision.

It starts with safe schools that are well staffed. Parents and community in partnership, not only in committees and councils, but through the kinds of educational and informational opportunities offered at the school, through timely & consistent communication, and by way of a welcoming environment. When schools are safe, and parents and community are involved in supporting students’ education, the foundation for their learning is strong. Next, all students must be attending school, in their classes, because they cannot master the standards if they are not at school. Attendance alone does not dictate success but strongly contributes to it, so the fourth goal is proficiency for all students. This goal ties in with LAUSD’s number one goal, which is that all students are graduating from high school, with options for college and beyond.”

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5

Say: “We know that a “Goal without a plan is just a wish”, so in order to achieve LAUSD’s goals, there are three plans that are in place to ensure that we get to 100% Graduation. The School Quality Improvement System, or SQIS, under the Title I CORE Waiver and the Local Educational Agency, or LEA, Plan are plans for the use of federal funding, and the Local Control and Accountability Plan is a state-funding plan.

The common themes running through all three of these plans are academic achievement, graduation, and college- and career- ready expectations.”

Each of these plans supports the implementation of the Common Core State Standards in English Language Arts and mathematics. To learn the skills and content of the Common Core State Standards so that our students will be ready for their future, we must shift our math standards, practice, and attitude.”

6

Say: “The Common Core State Standards were developed with the student of the 21st century in mind. Like the previous standards, the CCSS are guidelines for educators and benchmarks for student progress and mastery.

The CCSS focus on developing students’ thinking habits and teaching mastery skills for the content that matters.

The old test, the California Standards Test, or CST, measured content knowledge and test-taking skills. But now, we will be asking students to demonstrate their skills and their thinking through tasks that ask students to apply their learning to real-world scenarios.”

If you would like to learn more about the CCSS, there are two websites with a lot of detailed and specific information about the standards and testing. I’ve included a website below: [Point to the bottom on the slide] achieve.lausd.net/Page/1065 is LAUSD’s website for the latest Common Core tools and news.”

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7

Say: “Any major initiative requires changes, or shifts, in our thinking and in our behavior. [Click] Perhaps most important for all endeavors is our attitude in approaching them. If the shifts to new math standards weren’t hard enough, many of us come with math baggage—attitudes that are already negative about math. We want to encourage our children as they learn and our attitudes can rub off on them, so it’s important to keep positive and model what it takes to welcome change and conquer something challenging with a good attitude. [Click] In addition to being aware of and possibly changing our attitudes about math, successful implementation of the Standards requires that we shift how we practice math. The eight Math Practices, four of which will be introduced during this session, show how math is not just an isolated practice of memorization. The jobs of tomorrow require that students collaborate and think critically. [Click] We are not only changing our attitudes and how we practice math, we are also changing the required course of study for math, also known as the math standards. The CCSS-M shift our focus to fewer topics, in more depth. The CCSS-Math are more coherent in that they link thinking across grade levels and even across disciplines so that they flow in a logical manner. The standards are also more rigorous, requiring that students know how to problem solve AND explain, skills they will need in college and in the workplace.”

8

Say: “Up to this point, we haven’t yet looked at the standards themselves. At the first session, we considered our attitudes toward math and learned about 4 of the 8 Math Practices. Looking at the standards may seem like a large task, but the standards are organized in categories to help us understand them better. So, our second objective is understand how the CCSS-M are organized into distinct topics, or categories, called domains.”

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9

Say: “Before we look at the categories, or domains, and how they are different, let’s me tell you about how the domains of the Common Core State Standards in math are all the same. All of the domains have these three things in common: FOCUS, COHERENCE, and RIGOR.

First, the CCSS are focused because they narrow the number of topics students have to master each year. The old standards were very broad and covered many topics because it was assumed that even if the student didn’t master them in one school year, they would be re-taught or reviewed the following year.

Unfortunately, this didn’t always happen because there were so many topics to cover and students fell more and more behind.

Next, the CCSS are more coherent because they flow better from grade to grade. Under the old standards, the topics included a little bit of everything, crossing over multiple years. The CCSS provides a smooth transition from one grade to the next and build on what students mastered the year before.”

Finally, the CCSS are rigorous because they combine both the skills and the conceptual understanding students need to master each topic. Everything we know about mathematics education tells us that it’s important know how to add, subtract, multiply, and divide; AND it’s important to know what it really means when they do that math. Ultimately, students should be able to successfully APPLY their learning to a real-world task. So let’s take a look at the domains.”

10

Say: “The CCSS-M organizes the math standards into domains—or specific categories with common characteristics.

There are 13 pictures here that can be sorted into categories. Take a minute to study the pictures and determine how you would organize them based on common characteristics. [Provide about a minute of thinking time.]

Ask: What were some of the categories you would put

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these shapes in? [Take responses.]

These pictures might be sorted into three categories [click]: transportation, animals, and items around the home, BUT you will also notice that both the bird and the airplane have wings, and some of the items make loud noises, while others don’t. Sometimes, things can be a part of more than one category. You could organize these things into the categories, or domains, of “things with wings,” “living and non-living things,” or “things that fly and things on the ground,” for example.

The Common Core Math Standards are organized by common characteristics into domains. The houses at the bottom of this slide illustrate another way of thinking about domains, and the word, domain, is another word for house. Each domain, or house, holds a family address and a family of people who share some things in common with each other. Let’s look at that in math.

For example, there is a domain called Geometry and it covers everything having to do with shapes and properties of those shapes—how are they defined, how we can find out a missing piece of information about a certain shape if we already know some information about it, and how to measure the space inside or around it. “Addition” or “subtraction” might be used in that house, or domain, but in math, these two actions live in the house called “Operations”.

The domains follow a specific order from Grade K-8, as you will see on the next slide.”

(Note: If the concept of Algebra 1 comes up, explain that all students will study algebraic concepts in Grades K-8 and some students will be ready for Algebra 1 in the 8th grade. Others will be ready in Grade 9. We will discuss this in detail during Session 3.)

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11

Say: “This is a preview of the Domain Progressions chart for K-8. A copy of this sheet is in your packet. I’d like to show you a few of its features.

A progression is a movement toward an advanced state. So, the domain progressions show when each of the domains advance, or move forward, student learning in that particular area.

[Click] All eleven of the domains in Grade K-8 are listed in this column: from Counting and Cardinality to Functions. Each of these domains includes math standards with common characteristics.

[Click] Near the top of the page are the grade levels, from K through 8. You will notice that some grade levels have domains “checked off” and others are “grayed out”. Only the checked domains are taught during that grade level.

Ask: Which is the only domain that is taught from Grade K through Grade 8?

[Take responses from parents.]

Yes, Geometry is the only domain that is part of the standards from Grade K-Grade 8. I want to assure you that this does not mean that the other areas of math will not be practiced. For example, just because multiplication and division are emphasized in Grade 3-5, it does not mean that students will not be asked to practice addition and subtraction in Grade 4. It is assumed that students will continue to practice and use the concepts they learned in the previous years. Soon, we will consider an example of how a domain increases in complexity as the student progresses through school.

[Click] And finally, there is at least one guiding question for each of the domains. This question gives you an idea of the kind of characteristics these standards have in common.

In the next two slides, we will take a look at how one domain gets progressively more complex as students master the content from each grade.”

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12

Say: “Let’s start with Grade K, for Kindergarten. Please read the Standard for Grade K Geometry silently.

In Kindergarten, students learn the correct names for shapes. Large or small, a three-sided closed figure made with straight lines is a triangle. The word “orientations” here means the way the shape is placed on a page—could be pointed up, pointed down, or otherwise.

[Click] You notice that there is a combination of letter and numbers below the standard. This is how each standard is identified. The first letter/number represents the GRADE LEVEL. The second letter represents the DOMAIN. “G” is for Geometry. The last number represents the specific standard. This is standard K.G.2.

Now, let’s consider how geometry progresses in 6th grade.”

13

Say: “The Geometry Domain in Grade 6 asks students to know and do more complex math. What is the picture that I have up on this slide? What shapes is this kite made up of? [Click] There are 4 triangles in this kite, and students might be asked to answer the first question in the orange bubble using the formula in the yellow bubble. [Click]

Let’s look at the standard. [Click]

The new learning in Grade 6 is that students can calculate the area of triangles, which is the space inside the shape of the kite, and other two-dimensional figures. In order to access this standard, students need to know about the properties of a triangles and other two-dimensional shapes.

In Kindergarten, students are asked to correctly identify triangles. By Grade 2, students are asked to draw triangles and other shapes with specific characteristics. By Grade 5, students learn about special categories of triangles, such as right triangles.

In mathematics, the information from the earlier grades lays the foundation for the next grade level.”

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14

Say: “So let’s look back at the Domain Progressions Chart. You will notice that some domains “drop off” or “pick up” at a particular grade level. These changes are based on students’ developmental readiness and their mastery of less-advanced topics that came before. Each domain has a window of time allotted for mastery.

Let’s look at a specific example: [Click]

Students have just one year to master the standards in the Counting and Cardinality domain. After that time, students should be able do all of the math within that domain because math in Grades 1 through 8 uses the skills and content learned in the Counting and Cardinality domain, too!

Another example is [Click] Number and Operations – Fractions. In Grades 3-5, the standards in this domain help students to master addition, subtraction, multiplication, and division of fractions. After they learn to do these operations, students will use these operations in every subsequent math class taken in their educational career. They have until the end of 5th grade to master this domain.

So, what happens if students don’t master a domain in the time period it’s taught? If a student has not mastered some of the standards he or she is expected to learn in that grade level, the next year will be an added challenge because there will be gaps in the student’s knowledge. The student will struggle with understanding the next level of math. This is why timely intervention is so important. If you suspect that your child is not mastering the material for her grade level, seek out intervention as soon as possible. Speak first to your child’s teacher for support. Math in grades K-8 builds the strong foundation for success in math in high school.

You might be wondering what happens to math courses after Grade 8. High school math courses are more specialized. Algebra, Geometry, and Calculus involve all of the math learned in K-8 but have specific sets of standards that must be mastered depending on the course. We will learn more about the high school

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classes in Session 3.”

15

Say: “When students get to high school, they will take math that builds upon what they learned in Grade K through Grade 8. You are probably familiar with courses like Algebra, Geometry and Calculus. These courses use math from the Number and Quantity, Algebra, Function, Geometry, and Statistics and Probability Conceptual Categories.”

16

Say: “We spent some time talking about the Common Core Content Standards for grades K-8 by looking at the way the standards are grouped together in domains. And we also spent a little time on what those domains mean when students take high school math. If you are curious about the specific standards and domains for each grade your child is in, visit achieve.lausd.net/Page/1065 to see a complete list of the standards. In the next part of today’s session, we will continue our work with the Math Practices. This graphic is one way to understand Common Core State Standards for Math. The State Standards for Math are comprised of two different things, the Content Standards and Math Practices WORKING TOGETHER, much like 3-D glasses. 3-D glasses work by playing a trick on your brain so that a flat image looks like it’s popping out at you. One kind of 3-D image is layered with two colors, red and blue. The matching 3-D glasses have one red and one blue lens. The effect of viewing a different colored image from each eye produces the special effect. The Content Standards and the Math Practices each add a layer of depth to the Common Core Standards for Mathematics, together the bring the standards to life!”

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17

Say: “Now that we have learned about the math Standards and their domains, let’s continue our work with the Math Practices. Last time we worked with Practices 1-4. In your booklet, there were some blank lines on the back. Does anyone have any experiences they want to share relating to putting Practice 1-4 to use?

[Pause for sharing & encourage others to take notes if they have blank lines]

Today we will focus on Practices 5-8.”

18

Say: “As a reminder, the Standards for Mathematical Practice, or Math Practices for short, describe the kind of expertise that math educators should seek to develop in each student and parents should help encourage in their children. They are a shift in how we think and do math. These practices will help students regardless of the Grade level they are in or domain they are mastering.

To review, let’s look at the back of Math Practice Posters 1-4. If you have an additional question or situation you would like to add and share, please raise your hand.”

[Start with Math Practice 1: Make sense of problems and persevere in solving them. Ask if there are any additional questions parents thought of between the first and second sessions. Consider writing them down on poster paper or a white board, if available.

Continue this process with MP 2-4.]

“Thank you. Now let’s continue with Math Practice 5.”

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19

Say: “Take about two minutes to read through Math Practice 5 silently.

Math Practice 5 challenges students to not only USE tools to solve math problems but also to discern when and which tools are the right ones for each situation. Tools can be as simple as a paper and pencil, or they can be a graphing calculator. The right tool may even be accessed through a device, like an iPad app.

The important concept here is that students can explain why they are using the best tool for the job. A hammer doesn’t do the same job as a screwdriver, and each of those tools were created for distinct purposes. You can use a screwdriver to do the job of a hammer, but it is not the most efficient tool for the task.”

20

Say: “On the facing page of the Math Practice 5 poster are some questions to ask during homework time and some real-life scenarios that you may, or may not, relate to. With Math Practices 1-4, we focused on the questions. Today, we’ll focus on the scenarios and see if we can add any additional ones.

The situations and questions posed within each scenario do not necessarily relate to mathematics but to the kind of critical thinking and problem-solving skills students should be able to articulate inside and outside of the math classroom. By discussing your own reasons behind using a specific “tool” for the job, you can model the kind of language students will need to use in the math classroom.

Like the suggested questions from the back of the Math Practice 1-4 Posters, the purpose of these suggestions are to give you some ways to speak with your children that reinforce the skills students are learning in math in school.

Please read the listed scenarios at the bottom of the page.

Can you think of any other real-world situations to add? If you can’t think of any right now, you’ll have another chance when we come back next time.” [Scan the room to see if anyone wants to add a scenario. Encourage others to write it down if they like it.]

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21

Say: “Take about two minutes to read through Math Practice 6 silently.

Math Practice 6 encourages students to be precise communicators, using words like denominator, ray, or axis. Using math words and symbols correctly help others to understand the common language of mathematics.

Let’s step outside of the subject of math and apply this concept to the world of college and careers. [Click] Turn to a partner and have a discussion about why precision (being exact) is a good skill in life.

Who would like to share what they discussed with a partner?”

[Take one or two volunteers before moving on.]

22

Say: “On the facing page of the Math Practice 6 poster are scenarios in life where you must be precise. In sewing, and construction, it’s important to be precise with measurements. In accounting, it’s important to be precise with money.

Pair-Share: Turn to a partner and discuss another situation in real life where it’s important to be precise.”

[If they have trouble getting started ask if they’d like another example. “Another example would be in cooking. When you cook rice, you want to have just the right amount of water or else the rice is too dry or too mushy, right? Now, take a minute or two more to think about another example of where it’s important to be PRECISE.”]

[Share any responses from those who want to share. Encourage parents to take down suggestions if they wish.]

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23

Say: “Take a minute to look over the poster for MP7.

Math Practice 7 helps students to use the structures that occur in math. Structure gives us rules; and rules help us to define what is acceptable and what is not to achieve success. So, for example, when students notice that 3 + 7 is equal to 10, they may also recognize that 7 + 3 is equal to 10. But, what happens when they try to do the same thing with a subtraction problem? 7 minus 3 will not give the same answer as 3 minus 7. Therefore, students can see that the structures and rules of addition are different than for subtraction. It wouldn't be right to say you can switch numbers around in subtraction like you can in addition.

This practice encourages careful observation, and some experimentation, looking at math problems from multiple angles, and using the rules of math to aid in the discovery of potentially new methods.”

24

Say: “On the facing page of the Math Practice 7 poster are some suggestions for extending MP7 to the real world. Again, you may or may not be able to relate to them, but they encourage the use and practice of structure. One example of using structure would be in the world of mechanical parts. If you have ever watched someone take apart a car engine or a clothes dryer, you see that it has a distinct structure inside. The more you work with familiar structures, the better you can get at determining problems in how they function. Understanding how the parts work together can also lead you to invent a better machine. What other real-world situations would you add to this list?” [Take responses/ideas, then move on.]

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25

Say: “Take a moment to look over MP 8.

In Math Practice 8, students are encouraged to be watchful for patterns because this may lead to a general method to solve a problem or may lead to identifying a shortcut. One example is that when change the fraction 1/9 to a decimal. [Click] One divided by 9 comes out to 0.11111111… and the ones repeat, so we can put a bar notation over the top of the 1. When we divide 2 by 9, it comes out to .2222…. And again, it’s a repeating decimal, so we put the bar notation over the 2. Can you predict what the fraction, three ninths, or when we divide 3 by 9, looks like as a decimal? This would be a pattern that we would want students to identify.

It was through careful repetition that mathematical rules and procedures were formulated. For many of us, we learned the math rules because someone told us that was the way to do math. We want our students to not only to see patterns in mathematics but to connect with the math rules through their own observations.”

26

Say: “On the facing page of the Math Practice 8 poster are two situations where you might be able to discuss the way shortcuts and general methods come about. We can all think of times when we had to develop a system to finish our work in less time and with less effort. Mathematicians do the same! Help your child to develop efficient methods for doing work that are based on careful observation.

Are there any additional situations you would add to this page?”

[If there are no suggestions, remind parents that all of the Math Practices will be reviewed next session, so they will have an opportunity to share if they think of anything by then.]

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27

Say: “Take a few minutes to silently read the problem. [Give 2 minutes for silent reading.] Now I’m going to ask some clarifying questions to make sure we all understand the information from this problem.

• What is the problem about? [the breathing habits of seals while they sleep]

• What information is given to us? [Martin observed for 1 hour; it takes 3 minutes for the seal to sink to the bottom; it takes 8 minutes for the seal to rise to the surface]

• What are we asked to find out? [where is the seal after one hour?]

I think we have all the information we need to attempt this problem. I’m going to give you some blank paper and markers and give you the option to work with a partner to determine the answer. Be able to explain your response to all of us. [After 5 minutes, assess if most groups are finished. Add more time if necessary but if most teams are done ask for a volunteer to share their reasoning (MP2).] [Answer: After 1 hour, the seal will be on it’s way to the surface, (b). See Solution for Math Practice Problem 2 for a more detailed answer.]

28

Say: “Let’s reflect on the thinking and problem solving we just did. Did you catch us using any of the Math Practices, especially Math Practices 5-8? When did that happen?” [Take responses and/or give these examples: MP1- “Make sense of problems and persevere in solving them” when parents kept going even if the problem was hard for them, when parents re-read the problem to help them make sense of it, when parents asked another parent for help in understanding what they were asked by the problem to do MP2- “Reason abstractly and quantitatively” when parents represented their answer in multiple

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ways, when parents used symbols like +, -, x, ÷, when parents paused to reflect if their numerical answer made sense in real life MP3- “Construct viable arguments and critique the reasoning of others” when parents made hypotheses about the answer, when parents challenge one another’s thinking, when parents gave reasons for why they used the strategy they chose and obtained the answer they did MP4- “Model with mathematics” when parents used a chart or table to organize their work, when parents used math to represent an everyday situation, when parents used one strategy then reflected upon using another because it was a better model MP5- “Use appropriate tools strategically” when parents used paper & pencil, a calculator, or other tool to help them find the answer MP6- “Attend to precision” when parents clearly labeled their work, used math vocabulary in their explanation, used units of measure (such as “minutes”) MP7- “Look for and make use of structure” when parents noticed that the seal completed one complete cycle (breathed, sank, rose) in 11 minutes, a pattern MP8- “Look for and express regularity in repeated reasoning” when parents were able to skip steps to determine where the seal was at the end of the hour based on the pattern they noticed about its breathing, sinking, and rising.]

29

Say: “Before we move on, I’d like to just review what we today. First, we took some time to review some of the learning from Session One. I talked about how the ultimate goal of education in LAUSD is that your child is ready for college and career. The Common Core State Standards is our instructional path to ensure our students are prepared for life beyond high school.

We discussed the way that standards with similar characteristics are grouped into domains. These

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domains progress in Grades K-8, with windows of opportunity for mastery.

Then, we continued to learn about the Math Practices, which are the ways our students think about and do math. On the back pages of your Math Practices booklet were examples of the practices in action.

The final objective of this session is to provide you with resources that you can take home with you in addition to the new information you have learned over the last hour or so.”

30

Say: “This resource comes from the National Parent Teacher Association (PTA). There are four main sections. The first is the introduction, which is the same for all grade levels. [Read the introduction]

The next two sections are summaries of what your child will learn in that grade level in English and Math. Each section also includes some strategies for talking to your child’s English and math teachers. [Turn the sheet over.]

On the back is the section on mathematics. Then, down at the bottom, there are tips to help your child in English and math AT HOME.

The National PTA website has other grade-level guides and more information. The link is on the PowerPoint slide. All resources are in Spanish, too.”

[If time permits, go over one grade level in detail.]

31

Say: “In the last session, you wrote down some things you already know about the CCSS in the first column. In the second columns, you wrote down questions you had. Take a moment to put a check mark next to any questions you feel were already answered today. If you would like to add any new questions you have, you may do so now.

In the third column, you wrote down 2-5 things you learned as a result of session 1. What are some new learnings you have as a result of your work during session 2? This is a reflection tool for you and a place to collect your thoughts. Please take a few moments to write them down.”

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[Give participants 3-5 minutes. Ensure that they’ve written their name at the top. Collect all papers. Between Sessions 2 and 3 look over the questions parents have about the CCSS and see if there are any you can address that the start of Session 3.]

32

Say: “Let’s review our Objectives for today.

First, we reviewed why the Common Core Standards were written and how they align with the District’s goals for LAUSD students. Hopefully, you also saw some similarities to the kinds of goals you have for your child.

Then I explained how the Common Core Math standards are organized by domain in Grades K-8. Again, with Middle School as the culmination of all of the learning students have mastered in Grades K-5.

Next, we looked at Math Practices 5-8 and solved a word problem to help us recall all eight of the Math Practices. Even if you were not able to arrive at the answer on your own, the process of working through it and listening to others explain their solutions engaged you in the Standards for Math Practice.

Finally, I provided you with a tool to take back home: called the “Parent’s Guide to Student Success. Be sure to follow the link on Slide 30 to check out the Guides for other grades and in Spanish.”

33

[Note to Facilitator: Make sure this slide include the date and time of Session 3. Also consider adding your Name and ESC contact info.]

Say: “On behalf of the Parent Community Student Services Branch, we want to thank you for your participation. We hope this session increased your knowledge about the CCSS-M and your boosted your confidence to assist your child to succeed in math.

Please join us again on ____[date]_______, at ___[time]______. “

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Explanation of Math Practice Problem Session 2

The answer is: b. The seal is on its way up to the surface.

The two strategies parents will most likely use are drawing a picture/graph or making a table.

Picture/Graph

Table

Seal

’s

Loca

tio

n

Surf

ace

Oce

an

flo

or

Surf

ace

Oce

an

flo

or

Surf

ace

Oce

an

Flo

or

Surf

ace

Oce

an

flo

or

Surf

ace

Oce

an

Flo

or

Surf

ace

Oce

an

Flo

or

On

its

way

to

th

e su

rfac

e

Time (min)

0 3 11 14 22 25 33 36 44 47 55 58 60

Parent’s charts/drawings/notes/tables may not be formal like the ones above, but if they are able to

recognize a pattern, they are on the right track.

Take every opportunity to praise effort and perseverance (MP4)!

surface

ocean floor

minutes

•

•

•

•

• •

•

•

•

•

•

1 full cycle takes 11

minutes (surface-

floor-surface)

11 22 33 44 55 58

60•

Explicación al Problema Matemático de Práctica Session 2

La respuesta es: b. La foca está por subir a la superficie.

Las dos estrategias que posiblemente los padres utilizarán serán dibujar una representación o hacer una

gráfica o caja.

Dibujo/Gráfica

Tabla

Ub

icac

ión

de

la F

oca

Sup

erfi

cie

Fon

do

del

M

ar

Sup

erfi

cie

Fon

do

del

Mar

Sup

erfi

cie

Fon

do

del

M

ar

Sup

erfi

cie

Fon

do

del

Mar

Sup

erfi

cie

Fon

do

del

Mar

Sup

erfi

cie

Fon

do

del

Mar

Está

en

ca

min

o

hac

ia la

su

per

fici

e Duración

(min) 0 3 11 14 22 25 33 36 44 47 55 58 60

Puede ser que las gráficas/dibujos/notas/tablas de los padres no sean tan formal como la anterior, pero

si ellos reconocen un patrón, están en vías de solucionar el problema.

¡No pierda la oportunidad de elogiar el esfuerzo y la perseverancia! (MP4)

superficie

Fondo del mar

minutos

•

•

•

•

• •

•

•

•

•

•

1 ciclo entero toma 11

minutos (superficie a fondo a

superficie)

11 22 33 44 5558

60•

the middle years session 2 presenter’s guide

Documents