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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 We will... • Discuss and Find evidence of Rigor within the Common Core Standards • Look specifically at fluency and the role it plays in math instruction • Discuss conceptual understanding and differentiation

  4. Fluency:What is it? Skill in carrying out proceduresflexibly, accurately, efficiently and appropriately

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

  6. Deep UnderstandingWhat is it? Comprehension of Mathematical Concepts

  7. ApplicationWhat is it? Bringing mathematical skill and understanding together and applying it to real-world situations and in new contexts

  8. 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?

  9. Rigor Addressed in the Standards • Conceptual Understanding: 3.NF.1.1 Understanda fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. • Procedural Skill and Fluency: 5.NBT.2.5 Fluently multiply multi-digit whole numbers using the standard algorithm. • Application: 4.MD.3.7 …Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems…

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

  11. 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)

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

  13. Key Fluencies

  14. Kindergarten Fluency Progression

  15. Grade 1 Fluency Progression

  16. Grade 2 Fluency Progression

  17. Grade 3 Fluency Progression • Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction (3.NBT.1.2). • Interpret products and quotients of whole numbers (3.OA.1.1-3.OA.1.4) • Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division (3.OA.3.7).

  18. Grade 4 Fluency Progression • Fluently add and subtract multi-digit whole numbers using the standard algorithm (4.NBT.2.4). • Develop fluency with efficient procedures for multiplying whole numbers; understand and explain why the procedures work based on place value and properties of operations; and use them to solve problems (Critical Area #1).

  19. Grade 5 Fluency Progression • Fluently multiply multi-digit whole numbers using the standard algorithm (5.NBT.2.5). • Develop fluency in calculating sums and differences of fractions, and make reasonable estimates of them (Critical Area #1)

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

  21. Group Discussion Where was the rigor? How do you differentiate instruction in your classroom? What instructional shifts should occur in our classrooms?

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