Providing a Mathematically Rich Common Core Classroom Please add a sticky dot to represent YOU on the following charts: – On the Road to Implementation of Common Core… – What grade span do you teach? – What curriculum are you using?

LORI HAMADA & MELINDA RICCARDI Providing a Mathematically Rich Common Core Classroom

CCSS: The Major Shifts Greater focus on fewer topics Coherence: Linking topics & thinking across grades Rigor: Pursue conceptual understanding, procedural skills & fluency, and application with equal intensity

Smarter Balanced Claims Overall Claim for Grades 3-8: “Students can demonstrate progress toward college and career readiness in mathematics.”

Smarter Balanced Claims Concepts and Procedures: Applying mathematical concepts and procedures

Smarter Balanced Claims Problem Solving / Modeling and Data Analysis: Using appropriate tools and strategies to solve real world and mathematical problems

Smarter Balanced Claims Communicating Reasoning: Demonstrating ability to support mathematical conclusions

Standards for Mathematical Practice

Common Core Lesson/Unit The BIG Race (adapted from Core Connections Algebra, CPM Educational Program)

What made this problem come alive for you? Critical Conversation

What made it easier to solve?

Critical Conversation What discussions occurred in your group?

Critical Conversation Did you disagree on anything and feel the need to justify your reasoning?

Critical Conversation Did you use multiple representations for the data?

Critical Conversation Are there other ways you could have solved this problem?

Critical Conversation How can we work together to help our parents and community understand the need to change the way we teach?

Critical Conversation Do you have any other resources that you would like to share?

Critical Conversation Common Core calls for us to teach mathematics – much more than arithmetic and symbolic manipulation. What does this mean for teaching “math”? Are you and your colleagues ready for those implications?

Lori’s definition of “math”: Mathematics is a tool to solve problems. All students should have access to rich, relevant problems that need math skills to solve them – ALL STUDENTS. And… math is messy! There is not always one correct answer, but real problems need a rationale to accompany a solution, defending its viability. This new view of mathematics affects instruction and assessment. To truly prepare students to access STEM topics means getting messy, getting real, and getting students to be willing to dig in!

Vicki Vierra, CMC State President “It’s important to remember that the math has not changed,” she said. “What has changed is that we now have this new process for students to think and explain how they’re learning. These new tests are part of this transition. It’s going to take some time.”

Evaluation Poll code:

Evaluation Poll code: 14144