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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

Kindergarten

Counting and Cardinality

Know number names and the count sequence.

Count to tell the number of objects.

Compare numbers.

Grade 4

Operations and Algebraic Thinking

Use the four operations with whole numbers to solve problems.

Gain familiarity with factors and multiples.

Generate and analyze patterns.

Focus

Rigor1. Conceptual Understanding

2. Procedural Skill

3. Modeling/Application

FOCUS Shift #1

PBA Score

+ EOY ScoreTOTAL Score

New Learning

Pri

or

Lea

rnin

g

Shift #2

COHERENCE

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

http://www.ccsstoolbox.com/parcc/PARCCPrototype_main.html

http://www.ccsstoolbox.com/parcc/PARCCPrototype_main.html

“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! 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

What’s the Problem? 

Solve the task if each letter represents a number from 0 through 5. As you solve the problem, think

about the reasoning you used to come up with the solution.

A B C D- F E B F E D

How is the previous task different from this one?

1 0 4 3- 5 2 0

PARCC Model Content Framework for Grade 3-5, includes:

3.OA.C.7 Fluently multiply and divide within 100 etc…

4.NBT.B.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm.

5.NBT.B.5 Fluently multiply multi-digit whole numbers using the standard algorithm.

BUSES, VANS, AND CARS

http://www.google.com/url?sa=i&source=images&cd=&cad=rja&docid=7nqBWY92nlR_AM&tbnid=tPnbrmyatSK37M:&ved=0CAgQjRwwAA&url=http://www.watchungschools.com/watchung/Bayberry/Teachers/Grade%204/Ms.%20Ashley%20Freitas/Math/&ei=7mN5UbaGI4HR0gHu_YGADQ&psig=AFQjCNG2anID8xEw0icuK72gZvoZEy1_eg&ust=1366996334653409

2. Understand a fraction as a number on the number line; representfractions on a number line diagram.

RIGOR CONCEPTUAL UNDERSTANDING

Mariana is learning about fractions. Show how she can divide this hexagon into 6 equal pieces. Write a fraction that shows how much of the hexagon each piece represents.

From: http://ccsstoolbox.agilemind.com/parcc/about_elementary_3749.html

What does it mean to MODELwith mathematics?

A model can be very simple, such as using a geometric shape to describe a physical object like a coin. Even such simple models involve making choices. It is up to us whether to model a coin as a three-dimensional cylinder, or whether a two dimensional disk works well enough for our purposes.

-Writers of the Common Core State Standards

School Mural

From: http://www.ccsstoolbox.com/parcc/

PARCCPrototype_main.html

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