## Thursday, June 21, 2012

### Common Core Math Training

Day 1(Geometry): Getting a feel for the CCSS. Today we looked at the standards and the cooralation to our MS frameworks, since we will still be taking our state test for two more years. We are going to teach the CCSS that fit with our MS frameworks for now while we get more comfortable.  We broke down two different standards in the Geometry domain in 5th and 6th grade. I worked on the 6th grade mostly because I am more familiar with the MS frameworks in that grade. I have taught 6th grade for 7 years now.  Our consultant asked us to underline the verbs in the CCSS and then use Bloom's revised verb sheet to find out which area each standard would fall under. We had the task of creating open ended test questions that would match the CCCS while still covering our MS standard using the question stems provided for us.  We worked on 6.G.1 and 6.G.2 today and it was it a litle tougher than I thought.  I am going to incorporate the use of math journals this year to help!

Day 2(Geometry): We made this cool cube today!
We also wrote open ended questions for the Geometry domain and looked online for questions that would align to CCSS.

Day 3(Geometry): Today we continued looking online for questions to add to our question bank. After lunch, I led teachers through the Accelerated Math program to see the objectives that match CCSS. The teachers will be able to incorporate those CCSS into the objectives they were already using.

Day 4(Algebra): We used manipulatives today to learn how to represent equations. We discussed that teachers could use algebra tiles or unifix cubes to represent the equations in an interactive way.  They can also draw the representation to help solve the problem. Here is an example:
Use Venn Diagrams to find the Greatest Common Factor (GCF) of two numbers.
We created district calendars to go along with our curriculum pacing guide.  After we mapped out which objectives we were teaching each week, we worked on instrucitonal strategies.  I created this flip chart to go in the students' math journal to help identify the decimal place value. I was planning on letting students roll number cubes to make their own numbers, then use the flipchart that they will tape to the top of their paper to write the standard form, word form, and expanded form.
On this activity pictured below, our consultant told us to draw a trapezoid of any size on our paper. Then he gave us color tiles and told us to find the area and write down our estimate.  Then we used a ruler to measure and used the formula for area of a trapezoid to find the exact area.  This activity doesn't take long and it covers a variety of skills.(Estimation, measurement, area, computation)

This one was called Make 4. Ideally you would use base ten blocks to represent the number each time, but we didn't have any so we drew them.  This gets the students to think outside the box a little.  Reinforces place value while using the basic operations of addition and multiplication.

1. In primary classes teachers use very easy method to teach the kids like by diagrams,pictures and game or activities.
Partial Fractions

2. thanks for sharing! I referenced the greatest common factor example you gave on our education blog here http://www.academicadvancement.org/1/post/2012/07/greatest-common-factor-via-venn-diagram.html
THANK YOU!

3. You are so welcome! I will definitely check it out. :)

4. How did you make those cubes? I teach 6th grade geometry right now and am looking for some ideas!

Mara. Crouse

5. http://www.origami-instructions.com/easy-origami-cube.html
I learned at the workshop, but found this link with great instructions and pictures.
Hope you enjoy doing this with your students!