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Did You Know?

??????????????????. Did You Know?. WELCOME. Mathematics Educators to the Career and College Ready Conference A Quick Look at Critical Topics in Mathematics Reform from Past Academies. Remember to:. R educe Side Chatter I nvolve Yourself in the Process G ive Your Thoughts & Ideas

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Did You Know?

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  1. ?????????????????? Did You Know?

  2. WELCOME Mathematics Educators to the Career and College Ready Conference A Quick Look at Critical Topics in Mathematics Reform from Past Academies

  3. Remember to: • 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

  4. Outcomes of the Session • 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

  5. Standards for Mathematical Practice Make sense of problems and persevere in solving them. Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others. Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure. Look for and express regularity in reasoning Apply to every Mathematics Unit in every grade/course

  6. Standards for Mathematical Practice (SMP)

  7. SMP Placemat Activity Placemat Behavior Cards

  8. Content Standards for Mathematics Grade 7 Overview • Expressions and Equations • Use properties of operations to generate equivalent expressions. • Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

  9. Content Standards for Mathematics Algebra Arithmetic with Polynomials and Rational Functions • Perform arithmetic operations on polynomials • Understand the relationship between zeros and factors of polynomials • Use polynomial identities to solve problems • Rewrite rational expressions

  10. Focus Coherence Rigor SHIFTS in Mathematics • Conceptual Understanding • Procedural Skill • Modeling/Application

  11. Shift #1

  12. MAJOR SUPPORTING • ADDITIONAL FOCUS

  13. FOCUS Final Thoughts FOCUS is largely built into the CCSSM curriculum. The charge for the classroom teacher is to take opportunities to revisit major content frequently and make connections between the major and supporting and additional content.

  14. Shift #2 C O H E R E N C E Prior Learning New Learning Shift #2

  15. 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

  16. COHERENCE

  17. Grade 7 - Within the Grade Analyze proportional relationships and solve problems involving unit rates associated with ratio fractions. Analyze proportional relationships in geometric figures. COHERENCE

  18. COHERENCE Illustrative Mathematics – Overlapping Squares Alignment 1: 6.RP.A.3c Two congruent squares, ABCD and PQRS, have side length 15. They overlap to form the 15 by 25 rectangle AQRD, shown. What percent of the area of rectangle AQRD is shaded?

  19. Group Presentations

  20. Shift #3 “Rigoris the goal of helping students develop the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging.”

  21. CHARACTERISTICS OF RIGOROUS LEARNING EXPERIENCES Rigorous vs. NOT

  22. WHAT DOES RIGOR LOOK LIKE?!? • 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 Rigorous! Non-rigorous

  23. RIGOR PROCEDURAL SKILL PARCC Model Content Framework for Grade 6, includes:

  24. RIGOR PROCEDURAL SKILL

  25. RIGOR CONCEPTUAL UNDERSTANDING DOMAIN: The Number System CLUSTER: Apply and extend previous understandings of numbers to the system of rational numbers. Standard 6.NS.C.7 7. Understandordering and absolute value of rational numbers.

  26. RIGOR Modeling/Application What does it mean to MODEL with mathematics?

  27. RIGOR MODELING/APPLICATION PICTURES OBJECTS WORDS There were 3 frogs. 1 hopped away. There are 2 frogs. NUMBERS 3 – 1 = 2

  28. RIGOR MODELING/APPLICATION Learning experiences in mathematics classrooms should help students see, and make sense of, connections between mathematics, statistics, and everyday life.

  29. FINAL THOUGHTS Procedural Skill Conceptual Understanding Modeling/Application

  30. RELIABLE RESOURCES Illustrative Mathhttps://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 PARCChttp://parcconline.org • Information about PARCC Assessments • Sample Lessons • Practice Tests

  31. Noticing and Wondering Annie Fetter http://www.youtube.com/watch?v=WFvYZDR4OeY

  32. 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

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