NJASK Parent Presentation March 26, 2014 B^2 = Beth Benjamin - PowerPoint PPT Presentation

NJASK Parent Presentation March 26, 2014 B^2 = Beth Benjamin Mathematics Coach MacAfee and Conerly Road Schools bbenjamin@franklinboe.org

NJ ASK 2104 question breakdown based off last year’s template NJ ASK 3 & 4 Content Area Duration Tasks Grade 3  18 Multiple‐Choice LAL ‐ Day 1  3 Open‐Ended Monday, May 12 th (Grades 3 & 4)  2 Writing Tasks Grade 4 90 minutes  27 Multiple‐Choice  3 Open‐Ended LAL ‐ Day 2 Tuesday, May 13 th  2 Writing Tasks (Grades 3 & 4) Math – Day 1 Grades 3 & 4 Wednesday, May 14 th 63 minutes  43 Multiple‐Choice (Grades 3 & 4)  8 Short‐Constructed Response  4 Extended‐Constructed Response Math ‐ Day 2 Thursday, May 15 th 68 minutes (Grades 3 & 4) Grade 4 Science Friday, May 16 th  43 Multiple‐Choice 60 minutes (Grade 4 only)  3 Open‐Ended

NJASK Math Materials  Test booklets  Scratch paper  Mathematics Gr. 3 Ruler  Mathematics Gr. 4 Protractor & Ruler  Calculator ONLY for 25% of test

Content Standards: Domains Kindergarte n Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Counting and Number and Number and Number and Cardinality Operations ‐ Operations ‐ Operations ‐ Fractions Fractions Fractions Operations and Operations Operations Operations Operations Operations and Algebraic and Algebraic and Algebraic and Algebraic and Algebraic Algebraic Thinking Thinking Thinking Thinking Thinking Thinking Number and Number and Number and Number and Number and Number and Operations in Operations in Operations in Operations in Operations in Operations in Base Ten Base Ten Base Ten Base Ten Base Ten Base Ten Measurement Measurement Measurement Measurement Measurement Measurement and Data and Data and Data and Data and Data and Data Geometry Geometry Geometry Geometry Geometry Geometry

SOLID CONCEPTUAL UNDERSTANDING • Teach more than “how to get the answer” and instead support students’ ability to access concepts from a number of perspectives • Students are able to see math as more than a set of mnemonics or discrete procedures • Conceptual understanding supports the other aspects of rigor (fluency and application)

Without using a pencil, pen or calculator, solve the following problems: 94 − 76 12 × 7

How can you help your student in math? ‐ Help children develop strategies their addition, subtraction, multiplication and division facts. ‐ Encourage children not to give up while solving problems, to build stamina and develop their critical thinking skills. Don’t give them the answers ‐ ask them to think of different ways they can solve problems. ‐ Have children illustrate the math they were thinking in their head and discuss it out loud. ‐ Have children apply their math knowledge to a real ‐ world scenario at home, such as doubling a recipe or calculating the area of a room.