Kathy

Document Sample

```					Common Core State Standards
Mathematics
Goal of Common Core Standards

• Helping students become college

** College and career ready students are
able to apply the concepts in
creative ways to solve more advanced
problems and not just memorize
step(s) to solve a problem.
What’s Are the Big Shifts in the New Standards?

1. FOCUS
• There are fewer standards & less material to cover.

2. COHERENCE
• The relationships between math topics, and therefore, the big
picture are clearer.

3. MATHEMATICAL PRACTICES
• Help to define what it means to think mathematically, or to be
mathematically proficient.

•Provide clear signposts along the way toward the goal of college and
SHIFT ONE: FOCUS
• Reduced content standards per grade level to
significantly narrow the scope of content and
deepen how time and energy is spent in the
math classroom

• Focus deeply only on what is emphasized in the
standards, so that students gain strong
foundations
SHIFT TWO: COHERENCE

• Carefully connects the learning within and
across grades so that students can build new
understanding onto foundations built in
previous years

• Begin to count on solid conceptual
understanding of core content and build on it.
Each standard is not a new event, but an
extension of previous learning
Content Domains Grades K - 12
K             1        2       3       4      5       6         7         8          HS

Counting                                                  Ratios &                    Algebra
&                                                    Proportional     Functions
Cardinality                                              Relationships                    &

Operations and Algebraic Thinking          Expressions and Equations    Functions

Number and Operations in Base Ten                                           Number
The
Number                   &
System
Number and Operations                                Quantity
Fractions

Statistics
Measurement & Data                 Statistics & Probability          &
Probability

Geometry                                       Geometry
SHIFT THREE: Mathematical Practices

Describe the thinking processes, habits of mind
and dispositions that students need to develop a
deep, flexible, and enduring understanding of
mathematics
Working Toward Greater Focus and Coherence

Highlight the
Avoid the     relatedness
problem of      of math at        Define
and an inch     levels and       Rigor and
spans

FOCUS        COHERENCE        PRACTICES
Standards for Mathematical Practices K-12

Mathematically Proficient Students
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.
What Do They Mean?

 Please get into groups of 4

 Each member will read 2 of the 8 practices

The Big Idea?

8 Mathematical Practices
Integrating the Standards of
Mathematical Practice

 Several of the mathematical practice
standards are evident within one
lesson/problem
 Engage students in multiple practices
simultaneously
Integrating the Standards of Mathematical
Practice

How teachers engage students
in mathematical habits of
minds?
 Ms. Thompson wants to make a rabbit pen in a
section of her lawn. Her plan for the rabbit pen
includes the following:
 It will be in the shape of a rectangle.
 It will take 24 feet of fence material to make.
Each side will be longer than 1 foot.
 The length and width will measure whole
feet.
*Come up with at least three representations of
Ms. Thompson’s rabbit pen

Possible representations for Ms. Thompson’s rabbit
pens are rectangles with the dimensions of
2 by 10            3 by 9               4 by 8
5 by 7             6 by 6

Mathematical Practices Demonstrated:

1, 2, 3, 4, 5, 6
Common Core and Envision Math

 Use materials included in the
program for content support

 Use what you know about the 8
Mathematical Practices to
rethink the way you assess your
students
 Teacher resources are available in
pearsonsuccessnet.com to
transition to Common Core
Standards
How to Access Resources from
Pearsonsuccessnet.com
A TypicalQuestion

 Find the perimeter

4ft

8ft
A Better Question

 Ms. Thompson wants to make a rabbit pen
in a section of her lawn. Her plan for the
rabbit pen includes the following:
 It will be in the shape of a rectangle.
 It will take 24 feet of fence material to
make. Each side will be longer than 1
foot.
 The length and width will measure whole
feet.
What Now?

 Think about the current Topic you are
on
 Design lesson(s) or draft some sample
questions that will require students to
demonstrate some or all of the 8
Mathematical Practices

```
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
 views: 10 posted: 10/5/2012 language: English pages: 20