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Integrating the Standards for Mathematical Practice with the Standards for Mathematical Content

Part One – K-5 MathOct. 23, 2013

Transitioning to Common Core State Standards Mathematics

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Welcome/Introductions/NormsOpening Activity Review of Prior KnowledgeGoalsBook StudyGuided ActivityCollaborative PlanningReflection and Next steps

Agenda

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The Common Core Mathematics ClassroomWatch the video clip.Using the geometric shaped paper, write a headline about Common Core Mathematics.

Display the headlines.Do a gallery walk.

Opening Activity 1

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Transfer Goal - Teachers will develop an understanding of the Common Core State Standards of Mathematical Practice to intentionally plan lessons utilizing the CCSSM, CPSD math curriculum guides, and assessment data results.

Meaning Goal – The Common Core State Standards of Mathematical Practice will change how we plan for content, instruction, and assessment.

Goals

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1) Build understanding of the … Standards of Mathematical Practice and their

implications for instruction and classroom environment.

2) Integrating and applying the Standards of Mathematical Practice with the Standards for Mathematical Content

Acquisition Goals

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Structure of the Early Release

Estimated Time

October 23 – Mathematics Focus

10 min Opening

35 min Book Study

45 min Guided Activity

45 min Collaborative Planning

15 min Share Out/Reflection/Close

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To ensure that our students are…meeting college and career expectations;provided a vision of what it means to be

an academically literate person in the twenty-first century;

prepared to succeed in our global economy and society; and

provided with rigorous content and applications of higher knowledge through higher order thinking skills.

Why COMMON CORE?

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The 3 CCSS Shifts for Mathematics

Focus • aim for clarity and specificity

Coherence • balance conceptual understanding, procedural skills, & application

Rigor • are research based & internationally benchmarked

The Standards for Mathematical PracticeThe Standards for Mathematical Practice describe varieties of

expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education.

-Common Core State Standards for Mathematics, page 6

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The Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

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Grouping of Math PracticesReasoning and Explaining2. Reason abstractly and quantitatively3. Construct viable arguments and critique the reasoning of others

Modeling and Using Tools4. Model with mathematics5. Use appropriate tools strategically Seeing Structure and Generalizing7. Look for and make use of structure8. Look for and express regularity in repeated reasoning

Overarching Habits of Mind of a Productive Mathematical Thinker1. Make sense of problems and persevere in solving them6. Attend to precision

Adapted from (McCallum, 2011)

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Chapter 3: Integrating the Standards for Mathematical Practice with the Standards for Mathematical Content

Book StudyNavigating the Mathematics CCSS

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StepsReading and individual highlighting. Participants read pages 47-64

and highlight the points that interest them as individual readers and that they think others should attend to. (15 min)

Discussion and group highlighting. Each group has a discussion and constructs a list of key points and ideas about the assigned two mathematical practices should look like in the various grade levels. Poster will be made available for viewing. (15 min)

Gallery walk. Groups move as individuals or as a group depending on logistics of time and space. Participants create and attach post-its to what they see in the gallery walk: with questions, affirmations, comments, examples. (5 min)

Book Study continued… Navigating the Mathematics CCSS

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Matching each of the mathematical practice standards with the grade level content standardsDirections:• On your own, read pages 64-74, Navigating the Mathematics

CCSS. (10-15 min)• Using your provided grade level content standards, highlight and

label the words, phrases, and/or statements that match each of the mathematical practice standards. (10 min)

• Small Groups: Within your grade level team, discuss what you came up with & determine what support you need as a grade level team to integrate & apply MPs in your instruction. (15 min)

• Whole Group: Share support you need as a grade level team. (5 min)

Guided Activity

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Within your grade level team: View your grade level video clip and identify evidence of the standards of mathematical practice by using the Mathematical Practices Survey Tool.

Collaborative Planning

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Using the upcoming unit and/or lessons, intentionally identify the places where you will incorporate the Standards of Mathematical Practice. Identify what the mathematical practice/s will look like during instruction.

Review the recommended performance tasks in the upcoming units and incorporate the Standards of Mathematical Practice. Enhance the task to target higher cognitive level and aligning them to the ALDs.

Early Release Collaborative Planning continued…

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Gather BackPlease gather back at ____ in room ____

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Share out CollaborationSchool determined

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Today….We asked you to be able to:

1) Build understanding of the … Standards of Mathematical Practice and their

implications for instruction and classroom environment.

2) Integrating and applying the Standards of Mathematical Practice with the Standards for Mathematical Content in your unit/s of instruction.

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Reflection

How will you provide students opportunities to engage with and develop the mathematical practices in your next unit?

What challenges do you see in engaging students in the math practices?

What support do you need to engage students in the math practices?

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The next professional development half day is Dec. 11th

Content will be ELA Writing – we will begin Chp. 3K-2 will read pages 61-73 3-5 will read pages 61-77

Next Steps…

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Thank you!