1Rigor in Math

Principals will examine a working definition of rigor and use the definition

h k lto assess math work samples.Principals will examine student work samples to identify and discuss the level of rigor to determine ways to increase irigor.

Principals will create a work sample that fl t hi h ireflects high rigor.

2Rigor in Math

Rigor refers to academic rigor—learning in which scholars demonstrate a thorough in-depth master of challenging tasks to depth mastery of challenging tasks to develop cognitive skills through reflective thought analysis problem-solving thought, analysis, problem solving, evaluation, or creativity.Purposefully extending knowledge on a Purposefully extending knowledge on a continuum articulated by both teacher and student which will lead to self-directed inquiry.

3Rigor in Math

Think What are the characteristics of a rigorous assignment?

Pair & Share› On your post-it note pads, create a list of O y p p ,

characteristics that are observed in a rigorous mathematics assignment/activity.

4Rigor in Math

*Number of the Day *Problem Solving Boardsy g

*Student Math Talk *Writing in Math

Number Talks/Mental Math Assessing Math Concepts

Individual, Pair, Share Math Horizontal Alignment Planning G id (HAPG) d Vi i M th Guide (HAPG) and enVision Math Textbook Resources

Small Group Intervention Every Day Counts Calendar Math

Teacher as Facilitator Developing Number Concepts

C t d Pi t i l R t ti T h lConcrete and Pictorial Representations Technology

5Rigor in Math

Student represent a given number in a variety of ways, including equations, y y g qpictures, money, measurement, geometry, etc.

6Rigor in Math

With a partner use a With a partner, use a Bubble Map to identify rigorous ways y g yto conduct Number of the Day activity.

The number is 24.

7Rigor in Math

8Rigor in Math

How many times can you subtract 7 from 83, and what is left afterwards? You can

subtract it as many times as you want and subtract it as many times as you want, and it leaves 76 every time.

~Author Unknown

9Rigor in Math

Through the use of pictures, words and symbols students use a graphic organizer y g p gin order to understand the problem. Make a plan, carry out the plan, and evaluate the solution for reasonableness.

10Rigor in Math

Wh t th t hWhat can the teacherdo to make this activity rigorous?

What should the teacher expect to teacher expect to see in the student’sresponse?

11Rigor in Math

Adrianne’s Thinking

Grade 5

12Rigor in Math

Kiarra’s ThinkingGrade 5

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Daiza’s ThinkingGrade 5

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Taylor’s yThinkingGrade 5

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If people do not believe that mathematics is simple, it is only because p ythey do not realize how complicated life is.

~John Louis von Neumann

16Rigor in Math

Student engaged in dialogue about specific mathematical concepts in either whole group, small group or partner situations.Student record their mathematical ideas in journals, problem solving mats, slates or other appropriate media.

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18Rigor in Math

Activity #2 Group #1 Activity #2 Group #2Activity #2 – Group #1A bag of marbles contains 5 red

Activity #2 – Group #2The Girl Scouts had a fundraiser last week and raised $240. They decided to buy flowers to place in

marbles, 4 green marbles, and 3 blue marbles If you reach

12 rooms of the local hospital. They placed red and yellow bundles in 6 rooms and red and pink bundles in the 6 remaining marbles. If you reach

into the bag 60 times, how many times could

h h

rooms. The Girl Scouts ran out of pink roses and had to buy some more. The chart shows how many bundles the Girl Scouts had.

you choose each color? Explain your process.

About how much more money did the Girls Scouts need to buy more pink roses? Explain your process.p a you p ocess.

19Rigor in Math

DiscussionDiscussion(See Handout)

What skills will the student need to k i d t dd thi know in order to address this

question? q

What should the teacher expect to What should the teacher expect to see in the student’s answer?

20Rigor in Math

Activity #2 Group #1 Activity #2 Group #2Activity #2 – Group #1A bag of marbles contains 5 red

Activity #2 – Group #2The Girl Scouts had a fundraiser last week and raised $240. They decided to buy flowers to place in

marbles, 4 green marbles, and 3 blue marbles If you reach

12 rooms of the local hospital. They placed red and yellow bundles in 6 rooms and red and pink bundles in the 6 remaining marbles. If you reach

into the bag 60 times, how many times could

h h

rooms. The Girl Scouts ran out of pink roses and had to buy some more. The chart shows how many bundles the Girl Scouts had.

you choose each color? Explain your process.

About how much more money did the Girls Scouts need to buy more pink roses? Explain your process.p a you p ocess.

21Rigor in Math

A bag of marbles contain 5 red marbles, 4 green marbles, and 3 blue marbles. If

h i h b 60 i h you reach into the bag 60 times, how many times could you choose each

l ? E l i color? Explain your process.

22Rigor in Math

23Rigor in Math

24Rigor in Math

25Rigor in Math

Activity #2 – Group #2: QuestionThe Girl Scouts had a fundraiser last week and raised $240. They decided to buy flowers to place in 12 rooms of the local hospital. They placed red and yellow bundles in 6 rooms and red and pink bundles in the 6 remaining rooms. The Girl Scouts ran out of pink roses and had to buy some more. The chart shows how many bundles the Girl Scouts hadThe chart shows how many bundles the Girl Scouts had. About how much more money did the Girls Scouts need to buy more pink roses? Explain your process.

Color Bundles of Roses

= $12.00

Red

YellowYellow

Pink

26Rigor in Math

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29Rigor in Math

Principals will examine a working definition of rigor and use the definition

h k lto assess math work samples.Principals will examine student work samples to identify and discuss the level of rigor to determine ways to increase irigor.

Principals will create a work sample that fl t hi h ireflects high rigor.

30Rigor in Math

What I liked. What I do not like.

What can I change. How can I change it.

31Rigor in Math