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ASDN  MATH  WEBINARS  RIGOR,  RIGOR,  RIGOR  

SPRING  2014  

Welcome  

Alaska  Mathema,c  Standards

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Rigor  

Solid  Conceptual  Understanding  

•  Teach  more  than  “how  to  get  the  answer”  and  instead  support  students’  ability  to  access  concepts  from  a  number  of  perspec<ves  

•  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  applica<on)  

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Grade Priori)es  in  Support  of  Rich  Instruc)on  and  Expecta)ons  of  Fluency  and  Conceptual  Understanding

K–2 Addi)on  and  subtrac)on,  measurement  using  whole  number  quan))es

3–5 Mul)plica)on  and  division  of  whole  numbers  and  frac)ons

6 Ra)os  and  propor)onal  reasoning;  early  expressions  and  equa)ons

7 Ra)os  and  propor)onal  reasoning;  arithme)c  of  ra)onal  numbers

8  Linear  algebra    

Priorities  in  Mathematics  

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Focus  and  Priorities  

 Handout  

Fluency  •  The  standards  require  speed  and  accuracy  in  

calculation.  

•  Teachers  structure  class  time  and/or  homework  time  for  students  to  practice  core  functions  such  as  single-­‐digit  multiplication  so  that  they  are  more  able  to  understand  and  manipulate  more  complex  concepts  

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Required  Fluencies  in  K-­‐6  Grade   Standard   Required  Fluency  

K K.OA.5   Add/subtract  up  to  5

1 1.OA.6   Add/subtract  up  to  10

2 2.OA.2  2.NBT.5  

Add/subtract  up  to  20  (know  single-­‐digit  sums  from  memory)  Add/subtract  up  to  100

3 3.OA.7  3.NBT.2  

Mul<ply/divide  up  to  100  (know  single-­‐digit  products  from  memory)  Add/subtract  up  to  1000

4 4.NBT.4   Add/subtract  up  to  1,000,000

5 5.NBT.5   Mul<-­‐digit  mul<plica<on

6 6.NS.2,3  Mul<-­‐digit  division  Mul<-­‐digit  decimal  opera<ons

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The  Why:  Shift  Three  

Rigor    In  major  topics,  pursue  conceptual  understanding,  procedural  skill  and  fluency,  and  application    

•  The  Alaska  Mathematics  Standards  require  a  balance  of:  –  Solid  conceptual  understanding  –  Procedural  skill  and  fluency  – Application  of  skills  in  problem  solving  situations  

•  This  requires  equal  intensity  in  time,  activities,  and  resources  in  pursuit  of  all  three  

Modes  of  Engagement  

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Let’s  Examine  a  lesson  

Lesson  timeline  

INDEPENDENT PRACTICE (“You Do”) •  Monitor •  Review

PARTNER/TEAM PRACTICE (“You Do”) •  Monitor •  Prompt/Reinforce •  Review

TEACH •  Introduce or Review Skill •  Model (“I do”) •  Guide Practice (“We Do”)

CLOSURE •  Summarize •  Evaluate •  Celebrate

Gradual  Release  Method  

assess  

assess  

assess  

assess  

Gradual  Release

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Teaching  Channel  Video  •  https://www.teachingchannel.org/videos/multiplying-­‐fractions-­‐lesson  

•  Why  does  Ms.  Pittard  present  students  with  a  variety  of  solutions?  

•  How  does  critiquing  solutions  help  students  develop  an  understanding  of  multiplying  fractions?  

•  What  can  you  learn  from  Ms.  Pittard  about  engaging  all  students?  

Plan  for  clarifying  misunderstandings  

•  https://www.teachingchannel.org/videos/teacher-­‐backup-­‐plans?fd=1  

 

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Closing