MATH COMMITTEE Mathematical Shifts

Mathematical Practices

MATH SHIFTS1. Focus: Focus strongly where the standards

focus.

2. Coherence: Think across grades and link to major topics.

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

FOCUS Is …. Fewer topics taught

for longer Related content Solid conceptual

understanding Procedural skill Math application

Is not …. Many topics taught

fast Unrelated content Rules with no

understanding

COHERENCEIs…. Links topics across

grades Connect content

within a grade Coherent

progressions Building new

understandings on solid foundations

Is not…. Random topics done

at random times New standards

without the necessary foundation

RIGORIs …. Fluency: Speed and

accuracy Solid conceptual

understanding Application of skills

in problem solving Real-world problems

and tasks

Is not…. Lots of homework More problems A set of mnemonics Teaching students

“how to get the answer”

8 MATHEMATICAL PRACTICES

MATHEMATICAL PRACTICES The mathematical practices describe

ways in which the students should engage with mathematics

The mathematical practices should connect to mathematical content in mathematics instruction.

TABLE ACTIVITYMatch the “I can” statements with the MP

Each MP has 8 “I can” statements

I can try many times to understand and solve a math problem

I can think about the math problem in my head first

I can make a plan, carry out my plan and evaluate its success

I can take numbers and put them in a real-world context

I can look for entry points for a solution

I can write and solve an equation from a word problem

I can check my answers and determine if it makes sense

I can use properties to help solve problems

I can monitor my progress I can make sense of quantities and their relationships

I can look for clue words I can manipulate equations

I can picture the situation I can create an understandable representation of the problem solved

I can explain the problem to myself

I can represent symbolically

Make sense of problems and persevere

Reason abstractly and quantitatively

I can make a plan and discuss the strategy with other students

I can use math symbols and numbers to solve problems

I can make conjectures I can recognize math in everyday life

I can use examples and non-examples

I can estimate to make problems easier

I can identify flawed logic I can use pictures to solve problems

I can show how I got my answer

I can analyze relationships mathematically to draw conclusions

I can understand and use definitions

I can interpret results

I can defend my mathematical reasoning

I can identify important quantities and use tools to show relationships

I can ask questions to clarify

I can simplify problems with diagrams, tables and flowcharts

Construct a viable argument

Model with mathematics

I can use math tools to solve problems

I can check to see if my calculations are correct

I can make an organized list

I can use precision when communicating my ideas

I can decide what tool will be most helpful

I can calculate accurately

I can use technology to deepen my understanding 

I can correctly use math vocabulary

I can use a graphing calculator

I can speak, read, write and listen mathematically

I can strategically use estimation to detect errors

I can state the meaning of symbols

I know when to use a table

I can accurately label axis and measures

I can use a protractor I can calculate efficiently

Use appropriate tool strategically

Attend to precision

I can use what I already know about math to solve a problem

I can use a strategy that I used before to solve another problem

I can determine a pattern I can identify calculations that repeat

I can shift perspective I can look for general methods

I can see complicated things as being composed of smaller objects 

I can maintain oversight of the process, while attending to the details

I can sort shapes by attributes

I can evaluate the reasonableness of results

I can see how numbers are put together

I can recognize repeated subtraction as division

I can use the distributive property

I can find short cuts

I can use dimensions to calculate area

I can notice repeated strategies 

Look for and make use of structure

Look for and express regularity

TABLE ACTIVITY #2Look at the class task/activity.

Decide which 2 mathematical practices are addressed in the task.

BE INTENTIONAL!