Quick Survey

The Standards for Mathematical Practice have been placed around the room.

The powers at CMS have decided we will only focus on one this year,

decide which one is most important and why

What are the Common Core State Standards?

Why were they created?

How are they different from the math standards we already have?

Why Common Core?“The common core standards finally make

real the promise of American public education to expect the best of all our schoolchildren.”- Michael Casserly, Executive Director, Council of the Great City Schools

Unwrapping Boxes Activity

What could it be?

Why unwrap Standards?

One more box…

What’s in the last box?

Hmmm, listen to what Phil Daro (Common Core writer) has to say about this…

Phil Daro-Boxes But as well designed as these standards may be, it’s just the easy part to design and write something downThe hard part comes… with putting them to workAnd the users have ultimate control over how they’re usedSo no matter how well designed the tool is – the user has

control

And there you see my granddaughter Sadie using a well-designed crayonSo …………… if all people do, is take out their old state standards, toss them outAnd replace these common core state standards into those old boxesNOTHING IS REALLY GOING TO CHANGEWe designed these as a platform for new kinds of

instructional systemsWe didn’t design these to be thrown into the old boxesThe old boxes in fact, are the infrastructure for making

things a mile wide, inch deep

What are our Boxes?What

structures/boxes/instructional systems may

prevent us from making a change?

In a few words…• Look at your Standards for

Practice• read the first 3 words of each

practice• what do you notice?

What do you think?

Standards for Practiceand our PLC

Modeling – Practice 4

• Take a look at Practice 4

• How would it look in a classroom?

Modeling

How could you encourage this student to model with mathematics?

Interpreting the Common CoreHow to encourage students to model with mathematicsNow this is one of the mathematical practices that is often

misinterpreted particularly by elementary teachers because when they see the word

model, they immediately think of, how we’ve previously used the word model which is to… get out the stuff.

And we use Cuisenaire rods and blocks and all different kinds of things,

but this mathematical practice is particularly about using symbols in mathematical representations to model a real situation. Kind of the reverse of what we’re usually trying to think about doing.

But they are important partners, I mean the reason that we use concrete manipulatives to help us understand the mathematics is so that when we see something in the real world, we can then apply our mathematics to it appropriately.

So we want to ask questions like… “how could we use symbols to represent what’s happening here?

Interpreting the Common Core

What does it mean to model mathematically?

Modeling

Perimeter TaskWhat rectangles can be made with a

perimeter of 18?Feel free to use any of the tools provided at your table to

solve this problem.

Which rectangle gives you the greatest area?How do you know?

What do you notice about the relationship between area and perimeter?

Perimeter TaskWhat practices were at play here?

Perimeter TaskThe Standards for Practice are

VITAL

Record your thoughts

Talk at your table

Perimeter TaskThe Standards for Practice are

VITAL

What are some strategies we can use in our schools to help teachers

see the importance of the Standards for Mathematical Practice?

• You: slides 1-3 (intro)• Me:  slide 4-9 (boxes, mathematically

proficient students)• You: 10-15 (modeling)• Me:  16-18 (perimeter task...I

actually think it would be good for you to interject thoughts here especially at slide 17 & 18 because you may think of things that I don't think of...or if you just want to continue from slide 15 on, that's fine too). 

• You:  Closure & exit ticket if we want one...probably a good idea

Gallery Walk

Take your chart- walk around the room and record what helps you make meaning of the

standard

Interpreting the Common Core