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Deep Dive into Math Shift 3 RIGOR

Deep Dive into Math Shift 3 RIGOR. Understanding Rigor in the Common Core State Standards for Mathematics Using the 2013-2014 Course Descriptions. Shift #3: Rigor. What is meant by rigor? The CCSSM require a balance of: Solid conceptual understanding Procedural skill and fluency

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Deep Dive into Math Shift 3 RIGOR

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  1. Deep Dive into Math Shift 3RIGOR Understanding Rigor in the Common Core State Standards for Mathematics Using the 2013-2014 Course Descriptions

  2. Shift #3: Rigor What is meant by rigor? The CCSSM require a balance of: • Solid conceptual understanding • Procedural skill and fluency • Application of skills in problem solving situations Pursuit of all three requires equal intensity in time, activities, and resources. RIGOR Fluency Application Conceptual Understanding

  3. Today’s AgendaRigor in the CCSSM • Discuss Rigor and Find evidence of it within the 2013-2014 Florida Math Course Descriptions • Look specifically at fluency recommendations for Middle School • Determine what instructional shifts must occur as we increase the rigor

  4. Building Fluency Mathematics Fluency: A Balanced Approach (1:56) • http://www.youtube.com/watch?v=ZFUAV00bTwA&list=PLD7F4C7DE7CB3D2E6&index=13&feature=plpp_video • http://youtu.be/ZFUAV00bTwA

  5. FluencyWhat is it? Skill in carrying out proceduresflexibly, accurately, efficiently and appropriately

  6. Deep UnderstandingWhat is it? Comprehension of Mathematical Concepts

  7. Rigorous Group Discussion • Share examples of relevant, real-world experiences you use to make important connections to the concepts you teach. • How do these applications relate back to both fluency and conceptual understanding?

  8. One Instructional Model Assuming a 60 minute math class: 10 minutes: Fluency Activities, formative assessment 20 minutes: Conceptual Development/Practice 20 minutes: Application 10 minutes: Review

  9. EXAMPLE:NY Common Core Mathematics Curriculum ModelLesson Structure

  10. Rigor Breakdown - Sprints - Fluency in Action(6:07) • http://www.engageny.org/resource/nti-november-2012-rigor-breakdown-sprints-fluency-in-action

  11. Florida 2013-2014 Math Instruction • Blended Instruction between the CCSS and a subset of NGSS (assessed by FCAT 2.0). • Grades 3-8 will be assessed by FCAT 2.0 • Algebra I and Geometry will be assessed by the Florida EOC Exams. Transitional Shifts • Increased rigor • Classroom assessment to include PARCC-like tasks

  12. Rigor Addressed in the Standards • Conceptual Understanding: 6.NS.3.7 Understandordering and absolute value of rational numbers. • Procedural Skill and Fluency: 7.EE.2.4a …..Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently… • Application: 8.G.3.9 Know the formulas for the volumes of cones, cylinders, and spheres and use them to solvereal world and mathematical problems.

  13. Rigor Requires Balance Conceptual Understanding + Procedural Skill and Fluency + Application = RIGOR

  14. Evidence of Rigor in the Standards key words within the standards Conceptual Understanding Understand Recognize Interpret Describe Explain Use Relate Represent Identify Justify Solve Procedural Skill and Fluency Fluently Fluency Application Solve Word Problem Real World Problem Apply Mathematical Problem Model(ing)

  15. Locating Evidence of Rigor in the Standards Activity In grade-level teams: • Read each standard in your course description • Look for and underline or highlight key words or phrases indicating RIGOR • Understand • Fluently • Solve Real World problems or word problems • Post your questions and comments to the Parking Lot

  16. RIGOR is a Balancing Act Conceptual Understanding RIGOR Application Fluency

  17. Advance to next slide

  18. Grade 6 Fluency Progression

  19. Grade 7 Fluency Progression

  20. Grade 8 Fluency Progression

  21. Rethinking Rigor • Building Confidence through Problem Solving • Grades 3-5, Math, Number Fluency https://www.teachingchannel.org/videos/building-math-confidence

  22. Group Discussion Where was the rigor? What strategies and structures are applicable to MS? What shifts need to happen in our classrooms?

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