Presentation on theme: "Day 3 Secondary Mathematics. Before We Begin Today… Please write your name down on a Post-It Note and place it next to one grade level and/or course you."— Presentation transcript:
Standards for Mathematical Practice Let’s continue our conversation from yesterday Practice 2 & 3 Practice 4 & 5 Practices vs. Content
What Time Is It? From midnight to noon, how many times does the sum of the digits on a digital clock equal 6? Try to think of a way to solve this without going through every single time. Solve this problem. Feel free to work with a tablemate. Answer: 36 ways http://www.fi.edu/school/math2/oct.html
What Time Is It? - Answer 12:03, 12:12, 12:21, 12:30 1:05, 1:14, 1:23, 1:32, 1:41, 1:50 2:04, 2:13, 2:22, 2:31, 2:40 3:03, 3:12, 3:21, 3:30 4:02, 4:11, 4:20 5:01, 5:10 6:00 10:05, 10:14, 10:23, 10:32,10:41, 10:50 11:04, 11:13, 11:22, 11:31, 11:40 Would this be a question you would use in your classroom? How does this question address the Common Core State Standards? What Standards of Mathematical Practice are addressed? http://www.fi.edu/school/math2/oct.html
Common Core – Appendix A 1.The pathways and courses are models for high school. They are not mandates. 2.All college and career ready standards are found in each pathway. 3.The course descriptions delineate the mathematics standards to be covered in a course; they are not prescriptions for curriculum or pedagogy. 4.Units within each course are intended to suggest a possible grouping of the standards into coherent blocks
Accelerated Pathways Accelerated TraditionalAccelerated Integrated Compacts Grade 7, Grade 8 and Algebra I into two years Compacts Grade 7, Grade 8 and Mathematics I into two years Compacted courses should include the same standards as non- compacted courses. Acceleration should not happen before grade 9. That means if students are accelerated, it begins in Grade 7. Decisions to accelerate should be based on solid evidence of student learning. A menu of challenging options should be available to students after their third year of mathematics. All students should be encouraged to take four years of mathematics. Consults page 81 for suggestions on how to accelerate instruction.
Common Core Appendix A (Activity) Let’s explore Appendix A Complete the handout on your own (10 minutes) Turn and talk with someone whom you have not worked with this week (20 minutes) We will debrief as a large group. (20 minutes)
Objective By the end of this session, participants will jigsaw three components to the Making It Happen Executive Summary and share three ideas from the large group as to how this document can help support teacher practice in implementing the Common Core State Standards.
Making It Happen - Protocol Large group will review pages 1-3 together. (10 minutes) Three Groups will be assigned to review one section of Making It Happen (30 Minutes) – Interpreting the Common Core Standards – Emphasizing Mathematical Practices and Processes – Implementing the Common Core State Standards Groups will utilize the Executive Summary as well as the e-book to identify at least three ways they could use these materials to best support their school / LEA to build capacity in CCSSM. Each group will use chart paper to capture bullet points and ideas for their section and share out findings with the large group. (15 minutes) Summary, Q&A, and Closure (5 minutes)
Lesson / Task Planning Time Participants will have time to develop a lesson/task to demonstrate for the group Grade 6 Grade 7 Grade 8 Algebra I Geometry Algebra II Statistics
Task Practice Protocol Protocol (30 minutes) Presenters will have up to 15 minutes to share a portion of their lesson and/or task. Audience is quiet. Presenter(s) provide a focusing question to help shape feedback. Presenter will have up to 3 minutes to share with the audience one thing they would do the same and one thing they would do differently. Audience will have up to 10 minutes to write down and share feedback Presenter(s) will have 2 minutes to reflect and specifically address the feedback.
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