Kylie

**Teaching with Common Core in 2012** Kylie Dillon- Secondary Mathematics

Common Core Online Resources:
1. This site provides skills practice that is aligned with Common Core Standards. []

2. This site provides a more accessible environment to view the standards and also provides some activities for teachers to use in the classroom. []

3. This site provides lesson plans and activities to use in the classroom. Lesson topics can be searched by class and by topic. []

4. Tools for Educators provides useful lesson ideas that align with the Common Core Standards. This site also lists a break down of the courses by grade. It would be useful for high school teachers to look back and see what previous grades were required to teach students. (This will be more useful when all grades teach to the Common Core.) __ [] __

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5. Thinkfinity is a search engine of sorts that provides lesson plans based on the standards. A sponsored site put Illuminations lessons into a search engine for easier access. =====

6. This is the National Science Digitial Library website. The site lists about 144 lessons that are aligned with the Common Core Standards.
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7. This site, called Mathelicious, deserves a mention simply because of it's name. The page on the link lists lessons interesting lessons that are aligned with the Common Core. The only downfall of the site it that they want a donation in order for you to use the lessons. ===== [|http://www.mathalicious.com/lessons] [|/]

8. This site provides pre-assessments that could indicate whether or not students could take an actual standardized test on the material required under the Common Core Standards. This is useful because teachers could see the types of questions and ideas students need to understand in order to be successful under these standards. <span style="font-family: Georgia,serif;">[]

<span style="font-family: Georgia,serif;">9. Common Core progressions are an in-process feature of this site. The progressions detail how the students will learn mathematics in grades K-8 (so far). They list and detail the math in sequences so teachers can follow the Common Core very closely. The progressions are being created by a team at University of Arizona. <span style="font-family: Georgia,serif;">[]

<span style="font-family: Georgia,serif;">10. This site, Edutopia, is useful because it details the strategies that teachers can use to teach the Common Core Standards. The site also provides information on blogs that serve as a forum for teachers to communicate about how to adjust to the new standards. <span style="font-family: Georgia,serif;">[]

<span style="font-family: Georgia,serif;">**__Objectives__**:

 * <span style="font-family: Georgia,serif;">Students will be able to factor polynomials through use of GCFs, grouping, and where it applies, difference of two squares.
 * <span style="font-family: Georgia,serif;">Students will be able to explain the relationship between the Distributive Property and the process of factoring.

<span style="font-family: Georgia,serif;">**__Summary__**:
<span style="font-family: Georgia,serif;">Students will be given the opportunity to practice prerequisite skills in a warm up that consists of factoring whole numbers and using distributive property. This will be used as the introduction to the relationship between the distributive property and the process of factoring. The lesson will be a concept attainment lesson where students are shown the starting polynomial and the steps to the finished/factored polynomial. They will be asked to explain the steps it takes to change the start to the finish. They will complete this process for 3 examples of GCF, grouping and difference of two squares factoring methods. The last portion of the class will consist of clarification of the factoring methods, guided practice and a writing exit prompt.

<span style="font-family: Georgia,serif;">**__Common Core Practices and Standards__**:
<span style="font-family: Georgia,serif;">__Mathematical Practices__:
 * <span style="font-family: Georgia,serif;">“Make send of problems and persevere in solving them” (“Common core state,” 2011).

<span style="font-family: Georgia,serif;">Students will need to understand what ‘factoring’ is asking them to do. They will need to be able to recognize these problems as a process for writing equivalent expressions based on the structure of the expression itself.
 * <span style="font-family: Georgia,serif;">“Attend to precision” (“Common core state,” 2011).

<span style="font-family: Georgia,serif;">Students will need to be able to communicate their understanding of the relationship between the Distributive Property and the process of factoring. Students will need to be able to fluently explain each process and they will need to be able to effectively state and explain the relationship between the two. <span style="font-family: Georgia,serif;">__Standards__:
 * <span style="font-family: Georgia,serif;">“Interpret the structure of expressions: i) interpret parts of an expression and ii) use the structure of an expression to identify ways to rewrite it” (“Common core state,” 2011).

<span style="font-family: Georgia,serif;">Students will be factoring expressions and they will be introduced to different methods based on the number of terms in each expression. Students will need to recognize the number of terns as the structure of the expressions and proceed with the appropriate factoring method based on that structure. Also, students will have to recognize the different parts of an expression (i.e. terms, coefficients, and variables) in order to use the methods. Rewriting the expressions will be a step towards understanding the equivalence of the factored and non-factored version of the expressions.