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Emphasizing Mathematical Practices

Emphasizing Mathematical Practices. Task 1: Journey to the Bus Stop. Standards for Mathematical Practice.

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Emphasizing Mathematical Practices

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  1. Emphasizing Mathematical Practices

  2. Task 1: Journey to the Bus Stop

  3. Standards for Mathematical Practice The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. (CCSS, 2010)

  4. Two Sources

  5. NCTM ~ Process Standards • Problem Solving • Reasoning and Proof • Communication • Representation • Connections • Technology

  6. NRC Adding It Up ~ Strands of Mathematical Proficiency • Adaptive Reasoning • Strategic Competence • Conceptual Understanding • Productive Disposition • Procedural Fluency (Adding It Up: Helping Children Learn Mathematics, 2001)

  7. The Standards for Mathematical Practice • Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Construct viable arguments and critique the reasoning of others. • Model with mathematics. • Use appropriate tools strategically. • Attend to precision. • Look for and make use of structure. • Look for and express regularity in repeated reasoning.

  8. Task 2: Matching a Graph to a Story  Please match the correct story to the graph. Write down at least 2 reasons to support your decision. Annotate different parts of your graph to explain your thinking. A. Tom took his dog for a walk to the park. He set off slowly and then increased his pace. At the park Tom turned around and walked slowly back home. B. Tom rode his bike east from his home up a steep hill. After a while the slope eased off. At the top he raced down the other side. C. Tom went for a jog. At the end of his road he bumped into a friend and his pace slowed. When Tom left his friend he walked quickly back home.

  9. Recording Students’ Reasoning A. Tom took his dog for a walk to the park. He set off slowly and then increased his pace. At the park Tom turned around and walked slowly back home. B. Tom rode his bike east from his home up a steep hill. After a while the slope eased off. At the top he raced down the other side. C. Tom went for a jog. At the end of his road he bumped into a friend and his pace slowed. When Tom left his friend he walked quickly back home.

  10. Task 3: Matching Card Sets A and B • You are now going to continue to explore matching graphs with a story but as a table group. • Record on notebook paper your matches, something like this:

  11. Focusing on 2 Math Practices • Table 1: Practices 2 and 3 • Table 2: Practices 4 and 5 • Table 3: Practices 7 and 8 • Table 4: Practices 1 and 6 • Table 5: pick your own 2 • Table 6: pick your own 2

  12. Focusing on Your Two Math Practices • What opportunities were there to engage in the practice standards for all 3 Tasks?

  13. Sharing with Whole Group

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