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Treasure Hunt Please complete the treasure hunt handout to become familiarized with the Common Core.

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Big Ideas for Delaware Brainstorm in grade band groups the big ideas for Delaware (k-2, 3-5, 6-8, 9-12). We want you to do this from memory (so pick the band with which you are most familiar). Make a poster for each grade band.

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What is a big idea anyway? Lets check your work by completing the Frayer on a big idea.

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How about the Common Core? In your grade band group, examine the narratives from Common Core. Complete the Notice/Wonder handout as you examine these narratives. Make a poster for each grade band (highlighting each individual grade).

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Answering our prompt… With a partner, discuss how the big ideas from the prioritized Delaware standards compare to Common Core. You may want to use the posters created to help. Complete the Venn Diagram and be prepared to have a VERY BRIEF discussion.

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Whats common about the Common Core? In your grade band group, pick your favorite grade. Go through the bulleted Standards in the Common Core document for the grade you pick and highlight what is currently taught. Share out what you discover. If more than one person examined a grade, come to consensus as well. Is there a lot highlighted (meaning a lot of similarities)? Are there certain grades that have more highlighting?

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Math Common Core State Standards Analysis (ACHIEVE)

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ACHIEVE Data – Strength of Match

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ACHIEVE Data

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How do our DE GLEs compare to the Common Core in high school?

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Shifts in Content

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States introduce content at different grade levels. http://hechingerreport.org/content/interactive-academic-standards-are-all-over-the-map_3020/ Source:

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One form of algebraic reasoning is drawing inferences about physical and mathematical phenomena by analyzing graphical representations. Take a look at the following representations.

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Analyze the graphs What do you notice about the graphs? What might your students notice? Make a list of your conclusions and questions. What are some things that you can conclude from looking at the graphs above? What are some things that your students might conclude? What might they overlook? Think about questions that come to your mind as you study the graphs carefully. Think about your students - - what questions might they have?

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Which Process Standards Did You Just Demonstrate? Standard 5 – Problem Solving 5.1 – Build new mathematical knowledge 5.2 – Solve problems that arise in mathematics and in other contexts 5.3 – Apply and adapt a variety of appropriate strategies to solve problems 5.4 – Monitor and reflect on the process of mathematical problem solving Standard 6 – Reasoning and Proof 6.1 – Understand that reasoning and proof are fundamental aspects of mathematics 6.2 – Make and investigate mathematical conjectures 6.3 – Develop and evaluate mathematical arguments and proofs 6.4 – Select and use various types of reasoning (such as: compare; analyze; make an inference-inductively and deductively; evaluate) and methods of proof Standard 7 – Communication 7.1 – Organize and consolidate their mathematical thinking through communication 7.2 – Communicate their mathematical thinking coherently and clearly to peers, teachers, and others 7.3 – Analyze and evaluate the mathematical thinking and strategies of others 7.4 – Use the language of mathematics to express mathematical ideas precisely Standard 8 – Connections 8.1 – Recognize and use connections among mathematical ideas 8.2 – Understand how mathematical ideas interconnect and build on one another to produce a coherent whole 8.3 – Recognize and apply mathematics in contexts outside of mathematics

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Mathematical Practices Read one of the eight Mathematical Practices from the Common Core State Standards. Select/Highlight the Delaware Process Standard GLE(s) that align with the intent of the Mathematical Practice. Come to consensus with your group regarding this selection. Place a sticky dot on the wall chart next to the GLE(s) that your group selected. Group Discussion- How did the Mathematical Practice go beyond the meaning of the Delaware Process Standards? Be ready to share out the group big ideas using the Creative Circle Activity instructions.

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Summary

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CHAPTER 5 Process of Doing Mathematics

CHAPTER 5 Process of Doing Mathematics

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