Parent/ Teacher Organization
Institute of Technology
December 8, 2015
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 Why Common Core
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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
High School English
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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
High School English
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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
Staircase of Complexity
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 Increase time for conversation at
How You Can
Help
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.
Be an Active Partner
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 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?
Common Core Mathematics
Program
Focus
Coherence
Rigor
Focus – Learn more about less
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Students must:
Parents Can:
 Spend time on fewer
 Know what the priority
concepts
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
Coherence- Skills Across the Grade Level
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Students Must:
Parents Can:
 Keep on building
 Be aware of what your
learning year after year
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
Rigor – Balance of understanding and skill
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Students Must…
Parents Can…
 Understand why the
 Notice whether your child
math works. Make the
math work.
 Talk about why the
math works
 Prove that they know
why and how the math
works
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
Conceptual Understandings in High School
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Focus Areas of Rigorous Instruction of Conceptual
Understanding and Fluency
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Alg.
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Geo.
Linear algebra and linear functions
Seeing structure in expressions and reasoning with equations
and inequalities
Congruence, similarity, expressing geometric properties with
equations and modeling with geometry
Alg. Polynomial, radical, rational and trigonometric functions
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Rigor – Balance of understanding and skill
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Students Must…
Parents Can…
 Spend time practicing
 Push children to
– problems on the
same idea
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
Fluencies in Grades 6- Algebra 2
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Standard
Required Fluency
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6.NS.2,3
Multi-digit division
Multi-digit decimal operations
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7.EE.4
Solve px + q = r, p(x + q) = r
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8.EE.8
Solve simple 2x2 systems by inspection
Alg.1
A-APR.1
Fluency in adding, subtracting, and multiplying polynomials
Alg. 1
A-SSE.1b
Fluency in transforming expressions and chunking
Geo
G-SRT.5
Fluency with the triangle congruence and similarity criteria
Geo
G-GPE.4, Fluency with the use of coordinates to establish geometric results, calculate
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length and angle, and use geometric representations as a modeling tool
Geo
G-CO.12
Fluency with the use of construction tools, physical and computational
Alg.2
A-APR.6
Divide polynomials with remainder by inspection in simple cases
Alg.2
A-SSE.2
To see structure in expressions and to use this structure to rewrite
expressions
Alg.2
F-IF.3
Fluency in translating between recursive definitions and closed forms
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•
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
Brain Research
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 No “Math Brain”
 The brain has plasticity – it changes and adapts
 Mistakes are GOOD for the brain!
Carol Dweck’s Work
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Fixed Mindset
Growth Mindset
 Intelligence is fixed
 Intelligence can be
 Avoid challenges
 Give up easily

 Sees efforts as fruitless

 Ignore useful feedback
 Want to maintain

looking “smart”
 Mistakes = failure

developed
Embraces challenges
Persists despite
obstacles
Sees effort as necessary
for success
Mistakes = Learning
Changing Language
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If kids say:
Try:
 I got it wrong
 So what did you learn
 I can’t do it
 I’m not good at this
 I’m not good at math
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
On-Line Resources
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 Khan Academy
 Jmap.org
 E-Math Instruction
 Castle Learning
 Accelerated Math
Questions?
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