Making the Common Core State Standards (CCSS)

Accessible with Technology

Ron Twitchell ront@provo.eduProvo City School District Jodi Mantilla Nebo School District Sheryl Rushton Channing Hall Charter School

BIG ROCKS IN THE COMMON CORE (GRADES 3-5)

nlvm.usu.edu

NATIONAL LIBRARY OF VIRTUAL

MANIPULATIVES

Fractions – EquivalentFractions - Comparing

3.NF.3. Understand two fractions as equivalent 4.NF.1. Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models 4.NF.2. Compare two fractions with different numerators and different denominators

Fractions - Adding

5.NF.1. Add and subtract fractions with unlike denominators (including mixed numbers)

*Problem – Our class ate ½ of the brownies. 3/5 of the brownies were eaten by the boys. What fraction of the brownies did the boys

eat?

Fraction - Muliplication

5.NF.6. Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem

http://www.uen.org/3-6interactives/index.shtml

http://www.helpwithfractions.com/fraction-calculator.html

http://www.arcademicskillbuilders.com/

OTHER RESOURCES

How  Big  is  Hagrid?  

• 6.SP.3, 7.RP.2c, 7.SP.4, 8.SP.1

Name   Height  (in  Inches)  Shoulder  Width  (in  

Inches)  

       

       

       

       

       

       

Groups of 6

Measure each person’s height and shoulder width

6.SP.3 Recognize that a measure of center for a numerical data set summarizes all of its values with

a single number

Calculate the mean, median and mode of both the height and shoulder width.

Height Mean = Shoulder Width Mean = Height Median = Shoulder Width Median = Height Mode = Shoulder Width Mode =

8.SP.1 Construct and interpret scatter plots for bivariate measurement data to investigate patterns of

association between two quantities.

On the computer, go to nlvm.usu.edu Click the box for Data Analysis & Probability for grades 6-8

Select Scatterplots

Enter your data for height (x-value) and shoulder width (y-value) Select the minimum and maximum values for x-axis and y-axis Describe the correlation with a complete sentence or two.

y = ax

7.RP.2c Represent proportional relationships by equations

Write an equation to represent Hagrid’s height using the mean of the students’ heights in the form y = ax. Write an equation to represent Hagrid’s shoulder width using the mean of the students’ heights in the form y = ax.

7.SP.4 Use measures of center and measures of variability for numerical data from random samples to

draw informal comparative inferences about two populations.

Construct a life sized drawing of Hagrid according to your data. Use the pencil, markers, tape and paper roll (butcher paper).

Can You Make It Spin? 7.SP.7

Group Etiquette Follow the rules of the activity.

No questions for the teacher unless everyone in the group agrees they do not know.

Make sure everyone gets to participate.

Listen to what other people say.

Try to give reasons for what you say.

Ask others for their opinion.

Help others - without telling them what to do or giving answers Get help if you need it. (Erickson, 1989)

Select the clues from Spinner 3

Each person in the group receives a clue (6 clues)

Examples of clues:

“Two of the numbers on the spinner are equally likely; the other comes up about half of the time”

“Though you’ll never get zero in one spin, the average spin on this spinner is zero”

(Erickson, 1989)

On the computer, go to nlvm.usu.edu

Select Data Analysis & Probability for grades 6 - 8

Select Spinners (You will need to assign numbers to the colors in “change spinner.”)

In your group, you will tell each other your clues and try to create the spinner the clues are describing on the computer

Draw a sketch of your spinner

–  The mean of the numbers is three,

–  There are four numbers and they are equally likely,

–  There is more than one way to get a sum of eight in two spins,

–  All the numbers are even,

–  You can get 0 by multiplying all the numbers,

–  If you spin once you will never get an eight.

•  The spinner they wanted designed had the numbers 0, 2, 4, 6 and each number was equally likely.

Extension: Create 6 clues that would lead others to create your desired spinner.

Many states are sharing their work in implementing the Common Core State

Standards.

The state of Ohio has support material at the following link:

http://www.ode.state.oh.us/GD/Templates/

Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=1704&ContentID=

83475

Utah is in the process of creating Curriculum Guides for the New Common Core State Standards

This is a link to curriculum guides created by the state of Utah and adjusted by Provo

School District

http://psdmath.pbworks.com/w/page/12514762/FrontPage

4th Grade 4.MD.3

   Apply  the  area  and  perimeter  formulas  for  rectangles  in  real  world  and  mathematical  problems.  For  example,  ;ind  the  

width  of  a  rectangular  room  given  the  area  of  the  ;looring  and  the  length,  by  viewing  the  area  formula  as  a  multiplication  

equation  with  an  unknown  factor.        

http://nrich.maths.org/6923

Example of resource from curriculum guide

5th Grade 5.NB.2

   Explain  patterns  in  the  number  of  zeros  of  the  product  when  multiplying  a  number  by  powers  of  10,  and  explain  patterns  in  

the  placement  of  the  decimal  point  when  a  decimal  is  multiplied  or  divided  by  a  power  of  10.    Use  whole-­‐number  

exponents  to  denote  powers  of  10.        

http://www.miamisci.org/ph/lpextend1.html

Example of resource from curriculum guide

6th Grade 6.2    

Solve  real-­‐world  and  mathematical  problems  by  writing  and  solving  equations  of  the  form  x  +  p  =  q  and  px  =  q  for  cases  in  which  p,  q  and  x  are  all  nonnegative  

rational  numbers.        

http://fcit.usf.edu/math/lessons/activities/HumanPT.htm

Example of resource from curriculum guide

Using Google docs to have students complete group projects associated with the CCSS, a teacher can verify

which students are really participating in the activity.

Another use of technology for Common Core State Standards

Technology sites �(These can be accessed through the link on the front page)

•  Todaysmeet.com

•  Doodle.com

•  Polleverywhere.com

•  Thinkbinder.com

•  Teambox.com

•  Learnxillion.com

•  writeboard.com

•  dabbleboard.com

•  curriculum21.com

•  Education.skype.com

•  storybird.com

•  zooburst.com

CK12 & Open Source Books •  Free open source books that you can create to meet

the standards of the Common Core State Standards

•  Available in electronic format or in hardcopy

•  Tailor to the needs of your students

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