Curriculum Information Sessions January 14, Wilde Lake High School January 16, Howard High School January 21, Oakland Mills High School February 6, Glenelg

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The HCPSS CurriculumFulfilling the Promise of PreparationCurriculum Information Sessions January 14, Wilde Lake High SchoolJanuary 16, Howard High SchoolJanuary 21, Oakland Mills High SchoolFebruary 6, Glenelg High School7-9 PM

Curriculum Parent NightElementary MathematicsKay SammonsJohn SanGiovanniHeather DyerEvening OutcomeParticipants will gain an awareness of how the HCPSS Curriculum has been revised to align with the Common Core State Standards.

Shifts in Mathematics Changing Expectations Supporting Our Children

QuestionsThere will be time for questions during and at the end of the presentation.

However, if you have personal questions about your child or your school, please write the questions on your card along with a contact number or an email address so that your question can be answered.

Vision 2018Goal 1 Video: Show DVD

Vision 2018Goal 1: StudentsOutcome 1.1: The instructional program is rigorous, globally relevant, and aligned with international and/ or nationally recognized college and career readiness standards.

Strategy 1.1.1 : Implement curriculum that meets or exceeds national and international standards in all relevant content areas. 21Eliminate It!!Which would you eliminate and why?176384warmup7Big Ideas about Math Grades K - 2Number and place valueAddition/SubtractionBasic factsMeasurement

WHAT WE LEARNThe mathematics is not changing.8Big Ideas about Math Grades 3-5Number and place valueMulti-digit computationMeasurement (area, perimeter, volume)FractionsDecimals

WHAT WE LEARNThe mathematics is not changing.9Developing the Behaviors of MathematiciansMake 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 make use of structure.Look for and express regularity in repeated reasoning.HOW WE LEARNShifts in Mathematics InstructionBuild skills and understanding across grade levels

Learn more about less

Work with numbers easily

Understand and apply

Use math in the real world

HOW WE TEACHWhy: What + How + Shifts

12Changing ExpectationsRounding DecimalsNumber TalkPARCC ExampleOur mathematics is not changing. Demonstrating and applying our understanding is

13An exampleProcedural


Find common denominators

Cross multiply(bow-tie, butterfly, the x)

Compare to 1/2

Same number of pieces

Size of piecesProcedural knowledge becomes temporary understanding for many students. And it is difficult for many of them to apply procedural knowledge to new situations.True understanding is grounded in conceptual understanding. It supports procedural understanding especially when procedures are blurred or confused.Both have a place in mathematics instruction.

14Concept + Procedure = Understanding Conceptual UnderstandingUsing the digits 1, 3, 4, 6, 7, 9 make two three-digit numbers that when added together have a sum between 800 1000. Procedural Knowledge 234 + 74715Lets do some math32 x 155th graders solving the same problem32 x 15Changing ExpectationsNext generation teaching and learning aligns with next generation assessment.Math: Grade 4 Sample Item of the PastEach bus holds 65 people each. How many people do 8 buses hold?57 peopleA.73 peopleB.520 peopleC.650 peopleD.Multi-digit computation in context.19

How might you solve this problem? What do you have to be able to do to solve this problem (read a graph, have strategies, compute, interpret product/sum)? Recognize that there is more than 1 answer.1x20+4x16, 3x20+11x5, 1x20+1x16+6x5, 1x20+8x5, 2x20+3x16+4x520Math: Grade 4 Sample Item of the PastThe side of a square is 20 feet. What is the area of the square?40 ft2A.80 ft2B.200 ft2C.400 ft2D.The perimeter of a rectangle is 28 inches. The length is 9 inches. What is the width?4 inchesA.5 inchesB.10 inchesC.17 inchesD.2 basic problems about area/perimeter. Slightly more sophisticated than basic application of formulas b/c of missing dimensions.21

How might you solve this problem? What do you have to be able to do to solve this problem (understand area/perimeter, have strategy for finding) Ability to communicate your work.

22Supporting Our ChildrenMath AttitudeResourcesI consider myself to be great at math!I am not good at math.110Lets Begin With Ourselves24These ideas no longer have a place: I was never that good at math either.

Our family just doesnt have the math gene.

Navigating the SiteWhat Your Child Will Learn skills/concepts taught vocabulary activities at home links for gamesMobile Apps

Resources for Parents Vision 2018 Information about Common Core BooksSMART PAGEShttp://smart.wikispaces.hcpss.orgSMART PAGES



SMART PAGEShttp://smart.wikispaces.hcpss.orgWhere can I get more information? will share their own closing remarks. Student volunteers will distribute feedback/ evaluation forms.32Closing/ EvaluationParticipants will receive evaluation/ feedback forms to complete and submit at the end of the presentation.Presenters will share their own closing remarks. Student volunteers will distribute feedback/ evaluation forms.33