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Mathematics Educators to the Career and College Ready Conference

A Quick Look at Critical Topics in Mathematics

Reform from Past Academies

Reduce Side Chatter

Involve Yourself in the Process

Give Your Thoughts & Ideas

Open Your Mind on how You Can Change

Instruction

Remember to Silence Electronic Devices

Reflect on how the Standards for Mathematical Practice will be infused into daily instruction.

Become familiar with the Maryland's College and Career-Ready Standards.

Analyze the instructional SHIFTS

Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them.2. Reason abstractly and quantitatively3. Construct viable arguments and critique the reasoning of others.4. Model with mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure.8. Look for and express regularity in reasoning

Apply to every Mathematics Unit in every grade/course

SMP Placemat Activity

SMP Placemat Activity

Behavior Cards

Placemat

Grade 7 Overview

Expressions and Equations◦ Use properties of operations to generate

equivalent expressions.

◦ Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Algebra Arithmetic with Polynomials and RationalFunctions

◦ Perform arithmetic operations on polynomials

◦ Understand the relationship between zeros and factors of polynomials

◦ Use polynomial identities to solve problems

◦ Rewrite rational expressions

Content Standards for Mathematics

FocusCoherenceRigor

Conceptual UnderstandingProcedural SkillModeling/Application

FOCUS

FOCUS is largely built into the CCSSM curriculum. The charge for the classroom teacher is to take opportunities to revisit major content frequently and make connections between the major and supporting and additional content.

New Learning

Pri

or

Lea

rnin

g

COHERENCE

Shift #2

Purposeful placement of standards to create logical sequences of content topics that bridge across the grades, as well as across standards within each grade.

COHERENCE

Grade

From Grade to Grade

5th Understanding of fraction equivalence and the skill to generate equivalent fractions leads to the study of ratios.

6th Skills with multiplication, division and fractions, contribute to the study of ratios and unit rates

7th Analyze proportional relationships and solve problems involving unit rates associated with ratio fractions.

8th Understand the points (x,y) on a non-vertical line are solutions to the equation, y= mx + b, where m is the slope of the line as well as the unit rate of a proportional relationship.

Grade 7 - Within the Grade

Analyze proportional relationships and solve problems involving unit rates associated with ratio fractions.

Analyze proportional relationships in geometric figures.

Illustrative Mathematics – Overlapping SquaresAlignment 1: 6.RP.A.3c

Two congruent squares, ABCD and PQRS, have side length 15. They overlap to form the 15 by 25 rectangle AQRD, shown. What percent of the area of rectangle AQRD is shaded?

Group Presentations

“Rigor is the goal of helping students develop the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging.”Shift #3

Rigorous

vs.

NOT

Rigorous! Non-rigorous

Challenge students Require effort and tenacity Focus on quality Have multiple paths Not always “tidy” Connect ideas in

mathematics Develop strategic, flexible

thinking Encourage reasoning and

sense-making Actively involve students

Has awkward, difficult values Require minimal effort Focus on quantity, repetition Scripted, includes pathway to

the solution No links within mathematics Routine, rote procedures Memorize rules without

understanding Teachers do the work while

students observe

PARCC Model Content Framework for Grade 6, includes:

DOMAIN: The Number SystemCLUSTER: Apply and extend previous understandings of numbers to the system of rational numbers.

Standard 6.NS.C.7

7. Understand ordering and absolute value of rational numbers.

What does it mean to MODELwith mathematics?

PICTURES

WORDS

There were 3 frogs.

1 hopped away.

There are 2 frogs.

NUMBERS

3 – 1 = 2

OBJECTS

RIGOR MODELING/APPLICATION

Learning experiences in mathematics classrooms should help students see, and make sense of, connections between mathematics, statistics, and everyday life.

Procedural Skill

Modeling/Application

Conceptual Understanding

Illustrative Math https://www.illustrativemathematics.org/

• Bill McCullum, CCSS lead writer• Sample Lessons that illustrate specific standards

Achieve The Core https://achievethecore.org• Jason Zimba, CCSS lead writer• Multiple Resources – e.g. Lesson Plans, Assessments,

Professional Development courses, Grade-at-a-Glance

PARCC http://parcconline.org• Information about PARCC Assessments• Sample Lessons• Practice Tests

Annie Fetter

http://www.youtube.com/watch?v=WFvYZDR4OeY

The greatest danger for most of us is not that our aim is too high and we

miss it….

But that it is too low and we

reach it.--

Michelangelo