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National Practice Standards in a Mathematics Classroom?

National Practice Standards in a Mathematics Classroom?. Icebreaker. Compromise Without talking, write down the answers to the three questions presented. Icebreaker. Compromise What is your favorite Ice Cream flavor?. Icebreaker. Compromise What is your favorite genre of book?.

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National Practice Standards in a Mathematics Classroom?

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  1. National Practice Standards in a Mathematics Classroom?

  2. Icebreaker • Compromise • Without talking, write down the answers to the three questions presented.

  3. Icebreaker • Compromise • What is your favorite Ice Cream flavor?

  4. Icebreaker • Compromise • What is your favorite genre of book?

  5. Icebreaker • Compromise • Where do you like to go on vacation?

  6. Icebreaker Compromise: As a team, compromise on one thing for each question, that your whole team can agree on. • What is your favorite Ice Cream flavor? • What is your favorite genre of book? • Where do you like to go on vacation?

  7. Icebreaker-Debrief Compromise What might be the reason we did this icebreaker?

  8. Agenda/Goals • Opening • CCSS practices • Doing Mathematics • Looking at a lesson • Closure

  9. Background Information: The Common Core State Standards (CCSS) were: • developed by the Council of Chief State School Officers (CCSSO) and the National Governor’s Association (NGA) Center for Best Practices • formally released on June 2, 2010 • adopted by 45 states and territories

  10. CCSS: A Major Challenge/Opportunity COLLEGE and CAREER readiness expectations • Rigorous CONTENT and APPLICATIONS • Stress CONCEPTUAL UNDERSTANDING as well as procedural skills • Organized around MATHEMATICAL PRINCIPLES FOCUS and COHERENCE • Designed around RESEARCH-BASED LEARNING PROGRESSIONS whenever possible.

  11. CCSS: A Major Challenge/Opportunity COLLEGE / CAREERreadiness expectations • CONTENT / APPLICATIONS • CONCEPTUAL UNDERSTANDING as well as • MATHEMATICAL PRINCIPLES FOCUS/ COHERENCE • RESEARCH-BASED LEARNING PROGRESSIONSwhenever possible.

  12. What’s different about CCSS? These Standards are NOT intended to be NEW NAMES FOR OLD WAYS OF DOING BUSINESS. They are a call to take the next step. It is time for states to work together to build on lessons learned from two decades of standards-based reforms. It is time to recognize that standards are not just promises to our children, but promises we intend to keep. — CCSS (2010, p.5)

  13. What’s different about CCSS? These Standards are NOTintended to be NEW NAMES FOR OLD WAYS OF DOING BUSINESS. They are a call to take the next step. It is time for states to build on lessons learned from two decades of standards based reforms. It is time to recognize that standards are not just promises to our children, but promises we intend to keep. — CCSS (2010, p.5)

  14. #1 is Detective

  15. #2 is Escher

  16. #3 is Debaters

  17. #4 is Models

  18. #5 is Toolbox

  19. #6 is Compass

  20. #7 is Construction

  21. #8 is Fractal

  22. #1-8 Can you repeat all the numbers and words?

  23. How did you do?

  24. Common Core State Standardsfor Mathematics Two Types of Standards: • Mathematical Content (different at each grade level for K-8 and by content strand for 9-12) • NEW!!!…MATHEMATICAL PRACTICES (recurring throughout the grades)

  25. Common Core State Standards: Mathematical Proficiency • Standards for Mathematical Practice • Describe HABITS OF MIND of a mathematically expert student

  26. CCSS Standards for Mathematical Practice 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

  27. CCSS Standards for Mathematical Practice 5. Use APPROPRIATETOOLS strategically 6. Attend to PRECISION 7. Look for and make use of STRUCTURE 8. Look for and EXPRESS REGULARITY in repeated reasoning

  28. The Standards for Mathematical Practice Take a moment to examine the first three words of each of the 8 mathematical practices… what do you notice? Mathematically Proficient Students…

  29. The Standards for [Student] Mathematical Practice What are the VERBS that illustrate the student actions for your assigned mathematical practice? CIRCLE, HIGHLIGHTorUNDERLINEthem for your assigned practice…

  30. The Standards for [Student] Mathematical Practice Take 3 minutes to prepare a 2 minute ELEVATOR TALK explaining your practice standard.

  31. Connecting the pictures to the practices

  32. Detective 1. Make sense of problems and persevere in solving them.

  33. Escher 2. Reason abstractly and quantitatively.

  34. Debaters 3. Construct viable arguments and critique the reasoning of others.

  35. Models 4. Model with mathematics.

  36. Toolbox 5. Use appropriate tools strategically.

  37. Compass 6. Attend to precision.

  38. Construction 7. Look for and make use of structure.

  39. Fractals 8. Look for and express regularity in repeated reasoning.

  40. Connecting Practices to Content: Think-Pair-Share Imagine what a lesson would look like if it had the practices embedded.

  41. NEWTON’S REVENGE Task Have you heard about Newton’s Revenge, the new roller coaster? It’s so big, fast, and scary that people are already starting to talk. Some people are worried about the tunnel that thrills riders with its very low ceiling. The closest the ceiling of the tunnel ever comes to the seat of the roller-coaster car is 200 cm. Although no accidents have been reported yet, rumors have been spreading that very tall riders have broken their arms as they went through the tunnel with their arms raised over their heads. Unfortunately, due to these rumors, many tall people have stopped riding the coaster. Algebra Connections

  42. Teammates Consult Participants will be organized into teams… • Step 1: Pencils down… individuals read silently and then come up with ideas. • Step 2: Teams discuss the problem and develop a plan. • Step 3: The team will share the plan with the facilitator. • Step 4: The team can pick up their pencils and begin working on the problem.

  43. NEWTON’S REVENGE Task Have you heard about Newton’s Revenge, the new roller coaster? It’s so big, fast, and scary that people are already starting to talk. Some people are worried about the tunnel that thrills riders with its very low ceiling. The closest the ceiling of the tunnel ever comes to the seat of the roller-coaster car is 200 cm. Although no accidents have been reported yet, rumors have been spreading that very tall riders have broken their arms as they went through the tunnel with their arms raised over their heads. Unfortunately, due to these rumors, many tall people have stopped riding the coaster. Your Task: Consider how you could determine whether the tunnel is actually safe for any rider, no matter how tall. Be ready to share your responses with the rest of the group. Algebra Connections

  44. Discuss the Standards for Mathematical Practice that were employed as you worked through this lesson…

  45. Connecting Practices to Content Balancing Procedure and Understanding… Content standards that begin with “UNDERSTAND”connect practice to content. • Lack of understanding prevents students from engaging in the mathematical practices.

  46. Connecting Practices to Content CCSS standards build in complexity and provide more clarity for expected student performance.

  47. If your goal truly is only to get the answer, then the ‘butterflies have it’…

  48. Butterfly Method:

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