1. M ATH C OMMITTEE Mathematical Shifts Mathematical Practices

2. M ATH S HIFTS 1. Focus: Focus strongly where the standards focus. 2. Coherence: Think across grades and link to major topics. 3. Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application.

3. F OCUS Is …. Fewer topics taught for longer Related content Solid conceptual understanding Procedural skill Math application Is not …. Many topics taught fast Unrelated content Rules with no understanding

4. C OHERENCE Is…. Links topics across grades Connect content within a grade Coherent progressions Building new understandings on solid foundations Is not…. Random topics done at random times New standards without the necessary foundation

5. R IGOR Is …. Fluency: Speed and accuracy Solid conceptual understanding Application of skills in problem solving Real-world problems and tasks Is not…. Lots of homework More problems A set of mnemonics Teaching students “how to get the answer”

6. 8 M ATHEMATICAL P RACTICES

7. M ATHEMATICAL P RACTICES  The mathematical practices describe ways in which the students should engage with mathematics  The mathematical practices should connect to mathematical content in mathematics instruction.

9. T ABLE A CTIVITY Match the “I can” statements with the MP Each MP has 8 “I can” statements

10. I can try many times to understand and solve a math problem I can think about the math problem in my head first I can make a plan, carry out my plan and evaluate its success I can take numbers and put them in a real-world context I can look for entry points for a solution I can write and solve an equation from a word problem I can check my answers and determine if it makes sense I can use properties to help solve problems I can monitor my progress I can make sense of quantities and their relationships I can look for clue words I can manipulate equations I can picture the situation I can create an understandable representation of the problem solved I can explain the problem to myself I can represent symbolically Make sense of problems and persevere Reason abstractly and quantitatively

11. I can make a plan and discuss the strategy with other students I can use math symbols and numbers to solve problems I can make conjectures I can recognize math in everyday life I can use examples and non- examples I can estimate to make problems easier I can identify flawed logic I can use pictures to solve problems I can show how I got my answer I can analyze relationships mathematically to draw conclusions I can understand and use definitions I can interpret results I can defend my mathematical reasoning I can identify important quantities and use tools to show relationships I can ask questions to clarify I can simplify problems with diagrams, tables and flowcharts Construct a viable argument Model with mathematics

12. I can use math tools to solve problems I can check to see if my calculations are correct I can make an organized list I can use precision when communicating my ideas I can decide what tool will be most helpful I can calculate accurately I can use technology to deepen my understanding I can correctly use math vocabulary I can use a graphing calculator I can speak, read, write and listen mathematically I can strategically use estimation to detect errors I can state the meaning of symbols I know when to use a table I can accurately label axis and measures I can use a protractor I can calculate efficiently Use appropriate tool strategically Attend to precision

13. I can use what I already know about math to solve a problem I can use a strategy that I used before to solve another problem I can determine a pattern I can identify calculations that repeat I can shift perspective I can look for general methods I can see complicated things as being composed of smaller objects I can maintain oversight of the process, while attending to the details I can sort shapes by attributes I can evaluate the reasonableness of results I can see how numbers are put together I can recognize repeated subtraction as division I can use the distributive property I can find short cuts I can use dimensions to calculate area I can notice repeated strategies Look for and make use of structure Look for and express regularity

14. T ABLE A CTIVITY #2 Look at the class task/activity. Decide which 2 mathematical practices are addressed in the task.

15. B E I NTENTIONAL !