Let’s reflect and share how we plan to teach with the CCSSM for the next school year!
You can participate through:
· Asking questions and responding to those from fellow math educators
· Sharing resources that have helped prepare you
· Learning how other teachers are preparing for the switch
At NCTM, we value your voice, and we've prepared resources that best fit your interests.
Take a look at how Pan Balance helps students make sense of symbols and reason abstractly and quantitatively.
Also, don't forget to check out Illuminations' new video highlighting popular myths and facts about CCSS!
I used the transitional standards outlined by Louisiana this year. One of the best ways to understand is to dig in and do. Since I am the only 5-8 math teacher at the school, I reached out to the math teachers at the public high school. Several of them shared resources with me about the new state tests and online teaching resources.
Luckily, we went through textbook adoption this year so I had access to more ideas on how to teach the new standards.
I have many resources that I have used as a K-5 math coach and a KS state CCSS trainer. One of the best resources for teachers are these flip books that have been developed over the past 3 years by a group of KS teachers and polished by Melisa Hancock.
These flip books are the best. I provide a great deal of staff development and I tell every teacher I meet to use them. They really help to make sense out of the standards and have a great list of questions to include in your lessons so to be sure to meet the standards for mathematical practice.
The standards have challenged my teaching style. Instead of worksheets or starting with numbers, I find myself using manipulatives and practical life situations as the foundation to the numbers and concepts. The standards also encourage me in my differentiation to instead of giving a higher grades computation problems to challenge my advanced students with the same standard yet to use higher order thinking skills. These students I ask to explain how they came to a certain answer and why they made it that way.
One of my favorite activities that the standards gave me for Kindergarten related to 2-D shape and 3-D objects. For spheres I took a flat circle and a ball and we compared the two. The flat circle tried to roll but it did not go far nor where I wanted it to go. The ball rolled where I kicked it. The question "Why?" helped my students to see that one was flat and one was full. One identified that a balloon was like the sphere. This led us to say that a 3D shape is "blown up." Although a balloon is not a perfect sphere, I like the idea of using a balloon to show the differences between these two objects. This picture helped all of my students better understand the differences between a 2D shape and a 3D object.
Thinkfinity has an interactive that might also help your students understand the concept of 2-D and 3-D shapes. You may want to take a look at Geometric Solids. There are many other interactives for K-2 that you might like to use with you students. Check out Illuminations Activities!
Thanks for your lesson idea.
Congratulations!! You are the winner of our CCSSM discussion drawing. Please contact us at email@example.com with your full name and shipping address to claim your gift card.
Sarah and Ann
4th grade Math and Science teacher: Common Core Approach to Teaching - Teachers work as a Math Team to develop Inquiry-Based lessons using real-world problems. For example, we wrote problems involving area or perimeter. Students worked in pairs to choose strategies and math tools to solve their problems. Some wanted to use graph paper and began drawing to scale, others used painters tape on the floor, others used rulers, etc. They "voted with their feet" to show their thinking, presented and compared various ways to solve each problem (Choose 3 Ways template from The Teaching Channel) and wrote explanations of their thinking. Finally, as a class, we categorized each as an area or perimeter problem and followed up with additional practice using real-world problems as needed.
In my county, we just finished a year with a transitional curriculum that inlcuded part state curricculum and part CCSS. I have been part of the curriculum writing team that has helped to finish the transition so that in August, we will be full CCSS.
Some of the resources that have been helpful in terms of direction, resources, tasks, etc inlcude:
The Dana Center
NCUnpacked documents (and other state documents)
Illuminations and other NCTM resoruces
On Core Resources (Houghton Miflin publication)
These are just a few. I agree with a post I saw earlier, at this point we are ready to just dive in and do!! My state (MD) has also provided PD each summer for the last three summers that have allowed curriculum leaders to come together and dig deep into understanding the Standards of Mathematical Practice, the shifts instruction related to the CCSS (focus, coherence, rigor), the new assessments, etc. We have been able to take that information back and help our teachers be able to take ownership of this change. As overwhleming as it has been at times, this change is exciting!!