1. Day 3 Big Ideas Essential Questions

2.  Review Unit Organizer  Align Standards for Mathematical Practice to the Unit  Create Big Ideas & Essential Questions

3. State Assessments; National Assessments Common Core State Standards Priority CCSS and Supporting CCSS Scope, Sequencing, and Pacing Curricular Units Rigorous Curricular Units of Study based on Unwrapped Priority CCSS Common Formative Post- Assessment & PLT Process Enrichment, Remediation, Intervention Prior to Next Curricular Unit Common Formative Pre- Assessment & PLT Process Effective Teaching Strategies with Progress Monitoring Checks

4. 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.

5. #1: Explain and make conjectures… #2: Make sense of… #3: Understand and use… #4: Apply and interpret… #5: Consider and detect… #6: Communicate precisely to others… #7: Discern and recognize… #8: Notice and pay attention to…

6. Sample Grade 8 Mathematics Task

11. 11 The eight standards for mathematical practice place an emphasis on students doing mathematics and demonstrating learning. Equitable achievement will begin with an understanding of how the selection of tasks, assessment of tasks, and student learning environment can support or undermine equity in our schools.

12.  Provide the larger conceptual umbrella under which myriad facts reside, giving them purpose, meaning, and value.  Are written as full-sentence statements, describing what – specifically – students should understand about the topic.

13.  Are open-ended, but directly tied to the Big Idea(s) and the CCSS standard.  Invite students into the learning process.  Advertise upfront the learning goals of the standard (and ultimately, the instructional units that will be designed to teach them).

14.  2 – 5 of each per unit  Sequence the questions so they naturally lead from one to the other.  Written to post in the classroom during instruction (student friendly, though not giving up vocabulary

15.  Begin with one unit  Analyze unwrapped standards  Create set of Big Ideas and Essential Questions for the unit

16.  Carefully consider what learning activities should take place in order to support students in truly understanding the Big Ideas inherent in a particular CCSS Standard.  Begin thinking about what evidence you will need in order to say, without hesitation, that your students “got it.”

17.  Group board now available  All have been invited through Pinterest or email.  Tonight’s assignment:  Pin at least four resources to the Common Core Math Board  Look for at least one assessment resource to pin related to your chosen unit of study  Comment on at least two pins by others