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CCSS Verbs of Math: Habits of a Mathematical Thinker July 30 - 31, 2013.

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Presentation on theme: "CCSS Verbs of Math: Habits of a Mathematical Thinker July 30 - 31, 2013."— Presentation transcript:

1 CCSS Verbs of Math: Habits of a Mathematical Thinker July , 2013

2 Our Presenters Sean Timmons Project Coordinator, STEM Carolyn Viss Project Coordinator, Mathematics

3 Goals and Outcomes Establish familiarity with the Common Core Standards for Mathematical Practice (SMP) Distill key elements of each SMP Analyse assessment items through the lens of the SMP Identify SMP in an instructional segment Refine an existing lesson or task to more fully align with one or more SMP

4 Two Types of Math Standards Vary by grade level and conceptual category Describe what students should know, understand, and be able to do at that grade level Same eight standards common to all grade levels K-12 Capture: o Mathematical processes o Habits of mind and thinking skills specific to math Math Content Standards Standards for Math Practice

5 Focusing on our Materials Let's take a moment to walk through our Common Core spirals for mathematics. Where are the Standards for Mathematical Practices located? Let's also locate the Standards for Mathematical Practices grade-level overview and mark its location.

6 Standards for Mathematical Practice Sean Timmons

7 Place an emphasis on student demonstrations of learning that describes their thought process. Require students to develop the disposition to acquire a deep, flexible, and enduring understanding of mathematics. Standards for Mathematical Practice adapted from Briars & Mitchell (2010) Getting Started with the Common Core State Standards What is the focus for the practices?

8 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. Let's look at the eight standards. Standards for Mathematical Practice:

9 The Verbs in Mathematics The practice standards describe actions that: require students to think differently about mathematics. ask students to solve problems and apply mathematics. are crucial to developing an enduring understanding of mathematics.

10 Let's look at an example: Standard for MP6: Attend to precision Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. The Verbs in Mathematics

11 Taking a Closer Look Let's take a look at the Standards for Mathematical Practices. After carefully examining the Standards for Mathematical Practices, summarize your standard or your thoughts.

12 Working Together In groups of two, take a moment to share your thoughts and understanding about the practices. Summarize your thoughts and understanding about the practices in the "Pair" section. Together, develop a common understanding about your Standard for Mathematical Practices and record it in the "Share" section.

13 Developing a Collective Understanding Standard for Mathematical Practice Summarize the SMP in a bulleted list of key ideas. Describe the literacy skills that students will need to be able to engage in this practice. You can be very general in describing these skills. Examples of what this might look like in action with students. Create a poster for your standard. Please be prepared to present a 1-2 minute presentation to the group.

14 Why are the math practices important? The Hunt Institute and Council of Chief State School Officers (CCSSO)

15 Reflection and Discussion Take a moment to think about the Standards for Mathematical Practice. How will math teaching and learning change in your classroom or at your site? Take a moment to discuss the implications of this change with your table group.

16 Analysing the Assessment, Identify the SMPs in Instruction, and Refining Existing Activities Carolyn Viss

17 Will this be on the test? Find X

18 Smarter Balanced Assessment Consortium SBAC Consider some sample tasks and look for alignment to Standards for Mathematical Practice

19 Grade 3, CCSS3.NF.3a smarterbalanced.org sample equiv fractions

20 Grade 6: CCSS 6.SP.3 smarterbalanced.org sample sandbags

21 Grade 6: CCSS 6.SP.3 Scoring Rubric

22 Grade 6 Performance Task Taking a field trip smarterbalanced.org sample field trip

23 SMP in the Classroom As you reflect on the types of tasks students will be required to do, consider the implications for classroom instruction. What are the teacher's actions? What are the students' actions?

24 Identify Standards for Mathematical Practice in a lesson SMP 2 Reason abstractly and quantitatively SMP 3 Construct viable arguments and critique the reasoning of others SMP 6 Attend to precision InsideMathematics.org Stephanie Letson, 2nd Grade Dip into the Classroom

25 Identify Standards for Mathematical Practice in a lesson Dave Younkin, 4th grade, Public School 234 NY

26 Consider a math task or activity that: exemplifies one or more of the standards for mathematical practice your students will be tackling in the next weeks How might you modify the task to more fully align with the SMP? Dip into the Classroom

27 ...not to reinvent the wheel

28 Task Analysis

29 Reflection on Shifts Reflect on shifts you see in the transition from 1997 Standards to CCSS. Create a seven word bumper sticker summarizing the shift you see in mathematics as we transition into the Common Core

30 Contact Information Carolyn Viss Sean Timmons


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