Common Core State Standards Presenter Directions Say: In this session we are going to look more closely at the Common Core Standards for Mathematical Practice. Say: As you become familiar with the Standards for Mathematical Practice think about how these standards can be integrated in other content areas. Common Core State Standards Mathematical Practices for ALL Content Areas K-12

Abbott and Costello 13 x 7 = ? Presenter Directions Ask: What is the product of 13 x 7? Ask: Did you answer 28? Say: Let’s watch the following video clip where we see Abbot and Costello solving this problem . Time: 2:55 Say: This video clip is an example of the importance of the Standards for Mathematical Practice and to help develop mathematically proficient students. http://www.youtube.com/watch?v=KVn0aksCzNE&feature=related

Standards for Mathematical Practice The Importance of Mathematical Practices (4:00) Presenter Directions Read the quotation by Professor Bill McCallum, the Coordinator of the Math Team for the Common Core State Standards for Mathematics. The Standards for Mathematical Practice are unique in that they describe how teachers need to teach to ensure their students become mathematically proficient. The Standards for Mathematical Practice are important as they develop dispositions and habits of mind characteristic of an educated person. This includes Precision in thought Precision in the use of language and terms Precision of argument Watch the video with Professor Bill McCallum and Jason Zimba, Coordinators of the Math Team for the Common Core State Standards for Mathematics as they discuss the importance of the Standards of Mathematical Practice. http://youtu.be/m1rxkW8ucAI http://www.youtube.com/watch?v=m1rxkW8ucAI&feature=relmfu

Standards for Mathematical Practice Handout #1 Make sense of problems and persevere in solving them 1 Use appropriate tools strategically 5 Reason abstractly and quantitatively 2 Attend to precision 6 Presenter Directions Say: There are 8 Standards for Mathematical Practice. Read the 8 practices displayed on the PPT slide. Say: A description of each practice is can be found beginning on page 6 of the Common Core State Standards for Mathematics. You can also find a copy of the 8 practices on Handout #1. Say: It needs to be stressed that the Common Core Standards for Mathematical Practices do not stand alone and that they are not intended to be taught as stand alone lessons. The Common Core Standards for Mathematical Practices are an integral part of learning and doing mathematics and need to be taught with the same intention and attention as mathematical content. Construct viable arguments and critique the reasoning of others 3 Look for and make sense of structure 7 Model with mathematics 4 Look for and express regularity in repeated reasoning 8

Expectations Students planning solution pathways, monitoring and evaluating their progress and asking “Does this make sense?” 1 Students knowing and using different properties of operations and objects and creating a coherent representation of the problem at hand. 2 Students understanding and using definitions. Students justifying and explaining their thinking and listening to arguments of others and deciding if they make sense.. 3 Presenter Directions Say: These statements are aspects of the Standards for Mathematical Practice and describe expectations for the development of mathematical proficiencies. Say: These Practices and Expectations cut across all content areas. Say: Let’s identify the UDL components that are aligned with the Common Core State Standards for Mathematical Practice. Students applying and using mathematics to solve problems connected to real-life situations. Students using models to represent, analyze and interpret results. 4

Expectations Students being familiar with tools appropriate for their grade or course and using technology tools to explore and deepen their understanding of concepts. Students being able to make sound decisions about when each of these tools might be helpful. 5 Students communicating precisely to others. Students calculating accurately and efficiently, expressing numerical answers with a degree of precision appropriate for the problem context. 6 Students being able to look closely to discern a pattern or structure. Students being able to shift perspectives. 7 Presenter Directions Students evaluating the reasonableness of their results. Student Maintaining oversight of the process, while attending to the details. 8

Presenter Directions Say: As you read through each of the Mathematical Practices you will notice how the descriptions emphasize the actions, the changes in instruction for teaching and learning. These actions are the major shifts for the Common Core State Standards for Mathematics. Say: The stage is set for educators to distinguish between the types of tasks they are engaging students in and the level(s) of critical thinking that is expected. Say: Coupled with the Standards for Mathematical Practice, educators can instill in their students the habits of mind, precision of thought, precision in the use of language and terms and precision of argument, skills that are vital for their success in the 21st century. http://www.wordle.net/show/wrdl/5360414/Mathematical_Practice_Actions

"Think left and think right and think low and think high "Think left and think right and think low and think high.  Oh, the thinks you can think up if only you try!" Theodor Seuss Geisel Presenter Directions Read the quote by Dr. Seuss “Think left and think right and think low and think high.  Oh, the thinks you can think up if only you try!" Say: Let’s take a few minutes to THINK how the Standards for Mathematical Practice can be integrated across the curriculum.

The entire universe “is written in the language of mathematics”- Galileo (1623) Presenter Directions Read the quote by Galileo in 1623: “The entire universe is written in the language of mathematics” Describe ways that the Standards for Mathematical Practices are integrated throughout ALL Content areas: 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 Music 7 Social Studies 1, 4 Science 1-8 Language Arts 3, 6 Dance 6 Mathematics 1-8 Visual Arts 5 Physical Education 2, 4, 6 World Languages 1, 5, 6, 7 Health Education 1-8 Financial Literacy 1-8

Standards for Mathematical Practice Handout #2 Content Area: Standards for Mathematical Practice Ideas for Integration 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 Generate ideas for how teachers can integrate the Standards for Mathematical Practice in other content areas. Presenter Directions Say: It is now your turn. You have had a chance to get a glimpse of the Common Core Standards for Mathematical Practice. Say: Your task is to continue to generate ideas for how teachers can help to make the Standards for Mathematical Practice “come alive” by integrating them in the content areas.

Integrating the Standards for Mathematical Practice Do you feel the winds of change? How will you help teachers integrate the Standards for Mathematical Practices with their curriculum? Develop dispositions and habits of mind “Characteristic of an educated person” Precision in thought Precision in the use of language and terms Precision of argument Sense making that happens through conversations Presenter Directions Say: Do you feel the winds of change?” Are you Listening to the wind of change? Say: Fogarty and Stoehr (1995) summarized their interpretation of the changing educational climate and the role that they perceive integrated learning will perhaps play in the future: The winds of change are stronger than we think. The brain research, the unloading of an overloaded curriculum, the necessity for the life skills of thinking and cooperating, and the call for learner-centered schools are all forces that are moving educators toward integrated, holistic, and authentic learning. (p. 2)” - Fogarty, R. & Stoehr, J.(1995).Integrating curricula with multiple intelligences teams, themes, and threads. Illinois: IRI/SkyLight. Say, Your mission/challenge is to help teachers construct tasks that will integrate the Common Core Standards for Mathematical Practice that will help generate discussion and provide an opportunity for students to develop dispositions and habits of mind characteristic of an educated person and to help create classroom environments that honor the beauty and importance of the subject, Precision in thought, Precision in the use of language and terms and Precision of argument and Sense making that happens through conversations.”