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From YouTube: Parents Corner - September 2016
Description
Description
A
I'm
Kathy
Schaefer,
and
this
is
parents
corner
on
a
CPS
TV
each
month
we
talk
about
a
topic
of
interest
to
parents
like
us
this
month,
we're
focusing
on
Common
Core
math
according
to
wikipedia
the
Common
Core
State
Standards
detail
what
kindergarten
through
12th
grade
students
should
know
in
English
language,
arts
and
math.
At
the
end
of
each
grade,
the
initiative
was
established
to
create
consistent
educational
standards
across
the
states
and
ensure
that
students
graduate
from
high
school
prepared
to
enter
a
two
or
four-year
college
or
the
workforce.
A
A
CPS
adopted
Common
Core
into
classrooms
in
2010,
so
it
sounds
good,
but
Common
Core
has
come
with
a
host
of
questions
from
parents,
mainly
because
it's
a
very
different
way
of
learning
than
we
were
taught
Common
Core
students
are
tasked
with
solving
problems
by
understanding
concepts,
not
just
memorization
of
numbers,
so
what
does
Common
Core
really
mean
and
how
can
parents
navigate
through
it?
Well,
we
spoke
with
the
ACPs
math
team
to
discuss
hi.
Thank
you
so
much
for
being
here
today.
Thank
you.
B
So,
as
the
content
coordinators
were
responsible
for
ensuring
that
the
curriculum
and
the
assessments
that
are
given
to
teachers
as
part
of
their
instruction
align
with
national
and
state
standards,
we
work
with
the
rest
of
the
division
to
form
a
comprehensive
mission
and
vision
for
the
county
and
work
with
all
of
our
classroom
teachers.
To
improve
instruction
great.
C
D
There
are
several
benefits.
First
of
all,
when
they
were
adopted,
they
were
looked
at
in
terms
of
three
shifts:
focus,
coherence
and
rigor
and
focus
was
taking
the
skills
that
are
needed
for
mathematics
and
putting
them
into
certain
grade
levels
so
that
there
could
be
a
more
in-depth
look
at
those
particular
skills.
In
a
grade
level.
Coherence
means
that,
through
the
grade
levels,
there
is
a
trajectory
of
learning,
but
in
each
grade
level,
students
are
expected
to
master
those
skills
to
continue
that
coherence.
D
D
We
have
the
standards
of
mathematical
practice
and
those
are
the
habits
of
mind
that
students
develop
as
they're
doing
the
math,
such
as
being
able
to
reason
about
mathematics
and
be
able
to
use
models
when
they're
doing
the
mathematics,
understanding,
perseverance
and
what
it
takes
for
productive
struggle
to
get
through.
Some
of
the
problems
that
they're
doing
so.
The
standards
for
mathematical
practice
are
actually
some
of
the
behaviors
that
students
would
exhibit
going
along
with
the
skills
that
they
are
learning.
A
Great-
and
we
were
joking
around
earlier
about
some
of
the
new
terms
and
things,
because
it's
a
very
different
way
of
learning
than
we
grew
up.
Learning,
for
example,
regrouping
I
had
said:
I
have
a
really
difficult
time
with
regrouping.
Why
do
you
think
that
there
has
been
some
pushback
from
parents
and
what
would
you
say
to
them
about
how
common
core
is
different
and
beneficial
now
in
classrooms,
versus
the
way
that
we
learned
so.
B
B
D
In
addition,
there's
been
plenty
of
brain
research
that
has
supported
the
idea
of
that
conceptual
understanding
in
terms
of
long-term
memory
for
students
when
they
only
learn
a
rote
procedure
that
doesn't
stay
in
their
long-term
memory
very
long.
Actually
it
stays
in
their
working
memory
and
then
they
have
actually
trouble
figuring
out
some
of
the
other
things,
because
they're
working
memories
so
full
of
the
procedure
that
they
need
to
do.
D
A
D
Well,
actually,
I'll
start
with.
That
is
the
elementary
coordinator.
Yes,
in
each
grade,
there
is
what
we
call
the
major
work
of
the
grade,
and
it
is
where
the
focus
that
one
of
those
shifts
comes
to
so
in
kindergarten.
The
focus
is
really
on
counting
and
cardinality
and
really
being
them
understand
the
question:
how
many
and
that's
one
of
the
basic
things
that
our
kindergartners
really
need
to
do?
D
They
also
need
to
understand
how
joining
and
separating
work
when
they're
joining
in
separating
sets,
which
is
the
beginning
of
addition
and
subtraction
in
first
and
second
grade.
The
major
work
really
does
focus
on
addition
and
subtraction
with
problem
solving
and
place
value
understanding
and
along
with
that,
by
the
end
of
grade,
two
students
are
expected
to
know
their
basic
addition
and
subtraction
facts
grade.
3
is
where
multiplication
and
division
starts
with
problem
solving
and
with
some
introduction
to
basic
understandings
of
fraction.
D
The
end
of
grade
3
students
are
to
know
their
basic
multiplication
faqs
grades,
four
and
five
then
take
all
of
that
learning
and
they
concentrate
on
using
the
four
operations
for
whole
numbers,
fractions
and
decimals
fractions,
and
that
basically
takes
care
of
a
lot
of
fourth
and
fifth
grade.
While
that
might
sound
like
a
little
bit.
That's
really.
C
So
in
sixth
grade
they
continue
that
work
with
fractions
and
decimals.
They
have
that
fluency
with
that
piece,
but
the
heavy,
hitters
and
sixth
grade
are
ratios,
proportional
reasoning,
where
they're
really
looking
at
understanding
what
is
going
on
through
tape,
diagrams
double
number
lines,
ratio
tables
and
then
they're.
Taking
that
understanding
and
moving
it
into
really
getting
an
idea
of
what
a
rate
is,
what
a
unit
rate
is
in
seventh
grade.
They
take
that
understanding.
C
They
understand
constant
of
proportionality
once
they
understand
that
constant
of
proportionality
and
direct
variation,
they
then
can
develop
that
understanding
of
slope
and
that
familiar
formula
we're
all
used
to
which
is
y
equals
MX,
plus
B,
and
what
does
m
mean
in
the
context
of
the
problem?
And
then
a
huge
push
down
from
the
high
school
into
the
middle
school
is
that
in
eighth
grade
they
not
only
work
with
linear
equations
but
they're
working
with
systems
of
equations,
which
was
previously
in
the
old
algebra
one
curriculum.
C
So
it's
really
getting
a
deep
understanding
since
they're
taking
that
learning
directory
and
building
upon
it.
They
then
feel
like
they
have
the
capacity
to
fully
understand
what
is
going
going
on
with
systems,
because
we've
spent
so
much
time
with
just
linear
equations,
not
calling
them
linear
equations
until
the
appropriate
grade,
but
really
getting
that
concrete
conceptual
understanding.
Class
and.
B
About
that
study
of
functions,
which
you
know
because
of
the
linear
work
that
has
happened
in
eighth
grade,
we
can
explore
exponential
and
quadratic
functions
as
part
of
algebra
one,
and
then
we
continue
that
study
all
the
way
through
all
of
the
algebra
like
courses,
so
algebra
2,
precalculus
college
algebra.
Those
courses
just
continue
to
build
upon
all
of
that
foundation
and
explore
the
variety
of
functions,
both
contextually
and
also
you
know
in
that
more
just
pure
algebraic
foundation.
B
B
Integration
alt
for
high
school
comes
with
statistics
and
data
which
used
to
kind
of
live
in
its
own
little
world,
and
even
though
so
many
people
use
more
statistics,
probably
then
they
think
they
do.
It
was
kind
of
this
offset
curriculum,
so
common
core
really
integrates
that
statistical
knowledge
through
the
high
school
progression,
so
that
they're
getting
pieces
of
it
as
appropriate,
with
the
content
that
they're
studying,
algebraically
or
geometry
course,
which
really
deals
more
with
the
logic
that
the
elementary
and
middle
grades
I
deal
with
kind
of
the
teaching
of
the
basic.
B
You
know
the
shapes
in
the
area
and
we're
able
to
utilize
that
to
develop
logic,
skills
and
talk
about
that
analysis
and
that
dreaded
proof
that
I
think
a
lot
of
people
are
used
to
which
has
itself
evolved
into
just
a
much
more
fluid
study
of
logic.
Then
here's
a
column
and
improve
that
kind
of
person,
again
procedural
work
that
we
would
expect
students
to
memorize
it's
more
about
attacking
the
problem
through
logic
and.
C
In
addition
to
that
work,
middle
school
also
works
a
lot
with
statistics
which
has
previously
never
been
in
the
past,
I
mean
we
have
in
our
sixth
grade
curriculum
students,
calculating
and
understanding
the
mean
absolute
deviation,
which
builds
the
understanding
for
standard
deviation
when
they
get
into
high
school.
So.
A
For
parents
who
are
watching
this
right
now
save
oh,
my
gosh.
Are
there
resources
available
to
help?
You
know
say:
homework
comes
home
or
things
like
that
that
parents
can
jump
in
any
place
that
they
can
go
because
there's
not
really
many
text
books
anymore
to
sort
of
like
go
back
and
refresh
on.
So
where
can
parents
look
for
help
to
help
their
kids
yeah.
C
B
Great
to
to
build
just
that
solid
communication
back
and
forth,
with
a
classroom
teacher
and
the
resources
that
they're
able
to
provide
you
know,
schools
have
community
blackboards
and
sites
that
they
have
directly
that
they
can
link
to
our
local
acps.
Curriculum
page
is
currently
going
undergoing
a
retrofit.
As
part
of
that
retrofit,
the
plan
is
to
include
a
wealth
of
resources
for
parents
and
as
grade
level
of
specific
approaches
weekend.
D
Of
the
school
because
they
know
the
children
best
so
from
there,
you
can
get
a
variety
of
resources,
but
the
other
side
of
the
fence
is
there's
a
difference
between
a
struggling
student
and
the
productive
struggle
that
we
talked
about
earlier.
We
do
want
our
students
to
be
grappling
with
problems
in
the
classroom,
so
the
student
would
come
home
to
mom
and
say
gee
I
really
had
a
tough
time
with
this
problem.
That
doesn't
mean
the
child
is
struggling
in
math.
D
B
The
questioning
is
it's:
what's
going
to
help,
you
know,
how
does
how
does
this
look
like
what
you
did
in
class,
hopefully
over
the
last
few
days,
because
homework
doesn't
necessarily
always
need
to
be
what
you
did
that
dash,
which
can
be
a
struggle,
because,
if
I'm
looking
at
the
papers,
you
did
in
class
today,
they
may
not
look
anything
like
the
homework,
because
that
homework
may
be
set
back
a
few
days
to
give
us
a
chance
to
really
cement
that
learning
in
the
classroom
and
then
who
talks
about
productive
struggle.
That
is
absolutely
important.
B
But
if
we
are
reaching
that
point
of
frustration,
it's
easier
just
to
say
to
that
classroom,
teacher
I
need
some
help.
I
need
some
support
and
our
offices
continue
to
work
with
teachers
on
the
resources
that
they
can
provide
to
parents
and
that
we
hopefully
will
be
able
to
roll
out
as
a
cyst
in
the
coming
year.
But.
C
Absolutely
that
need
to
communicate,
because
we
really
promote
the
idea
that
if
the
parent
can
communicate
to
the
teacher
that
the
child
tried,
the
homework
truly
didn't
understand.
I
tried
to
help
I,
don't
understand
that
conversation
is
very
different,
then
I
just
chose
not
to
do
it
or
I.
Did
it
incorrectly
or
something
some
things
along
those
lines.
So
it's
really
key
that
that
line
of
communication
between
the
teacher
and
the
parent
is
open
at
all
times
and
honest
and
real
I
mean
there
is
no
expectation
that
the
parent
should
know
everything
that
comes
home.