June 2018 Update Summer is here and.... The Summer Math Olympics Are Back!
The Math Olympics are a fun way to keep our math brains working during the summer so we don’t lose track of any of the great math that we learned during the school year. See the Summer Math Olympics link in the upper left hand corner of this page for the updated packets.
September will be here before you know it.... Here's a little about what your child can expect in math in RSU5:- The emphasis in our math instruction, and in our curriculum, is on understanding. When teachers review student work and grade tests, they are looking for
. This is really the only difference between how we teach math in 2017 and how it was taught when many of us were young. In addition to "mastering concepts," we want to make sure students**evidence of understanding***understand*the concepts they are mastering. This means solving problems collaboratively as well as independently, trying out new algorithms (problem solving techniques), and learning from our mistakes. We still teach fact fluency and all the old traditional methods of adding, subtracting, multiplying and dividing; but we do spend more time making sure our students have opportunities to*understand*addition, subtraction, multiplication, division, fractions, decimals, measurement, geometry, data, and algebraic concepts. Sometimes that means*deconstructing*numbers, algorithms, problems, and figures. Sometimes it means learning*new*algorithms that help students understand the importance of place value. Sometimes it means students' math homework assignments might look different than the homework assignments their parents had when they were in elementary school.
**Unit assessments**, which come home about once a month, are scored by domain. A "domain" is a category of content standards that pertain to the aspects of mathematics relevant to what is on a test or assignment. The Common Core is broken up into*domains*, which are then broken up into*standards*. "Add and subtract within 20 fluently" is a 2nd grade*standard*that falls under the*domain*of Operations and Algebraic Thinking, or "OA" for short. If a unit test assesses students on more than two standards within that domain, there will be a score for "OA" listed on the test's cover page.
- Tests are scored on a
**1-4 scale**. A "4" is*not*the same thing as an "A"! Here is what each number on the scale represents:
A "1" designates the student is a beginng and not yet demonstrating understanding of the concepts assessed in that domain. Items might be left blank, or answered in a way that presents no evidence of understanding. A "2" designates the student is developing his or her understanding of a concept. There is some evidence of understanding, but also evidence the student does not grasp the concepts assessed at this time. This category represents a wide range, from "just starting to get it" to "almost got it." A "3" designates the student is proficient and demonstrated sufficient evidence of understanding. This usually means the answer or answers to a test item are correct, and unit work prior to the test indicates the child has grasped the concepts assessed and understands them. A "4" designates the student demonstrates distinguished understanding that is beyond grade level expectations. This designation is less common. Typically, a teacher scores a "4" on student work if the student has completed the "challenge" questions on assessments or demonstrated understandings in more than one way. Students showing an in depth understanding of a concept will often be able to identify patterns or "rules" and be able to visually show why and explain how they will "always" work. Look for an * on tests to see the challenge problems and opportunities for your child to show a distinguished level of understanding. Unit test cover sheets are currently being revised to show a clear pathway to a 4 for each test. Just look for the words **PATHWAY TO A 4** **Open Response lessons and assessments**give students opportunities to demonstrate their communication and reasoning and to share their mathematical thinking. Student work from Open Response lessons and assessments is used to help determine a score for the "Communication and Reasoning" portion of the math report card. These lessons usually present a problem solving scenario that requires careful thinking, and trial and error to tackle. In Open Response lessons, students often collaborate for at least a portion of the lesson. On Open Response assessments, students usually problem solve independently.
We hope this is helpful! Please let us know if you have questions about our math curriculum. Also, we will continue to update this page, so check back every now and then for more information! |