Common Core Math and CPM
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+ Common Core Math and CPM Ratios and Proportional Relationships/Functio ns
description
Common Core Math and CPM. Ratios and Proportional Relationships/Functions. MP #1 – Make sense of problems and persevere in solving them. “Mathematically proficient students”. What were the first 3 words in the practice? What was the big idea in this practice? - PowerPoint PPT Presentation
Transcript of Common Core Math and CPM
+
Common Core Math and CPM
Ratios and Proportional Relationships/Functions
+ MP #1 – Make sense of problems and persevere in solving them.What were the first 3 words in the practice?
What was the big idea in this practice?
How can we, as educators, reinforce this practice in our classrooms?
“Mathematically proficient students”
Never give up!
Provide challenging problems and question effectively.
+ MP #2 – Reason abstractly and quantitatively.What were the first 3 words in the practice?
What was the big idea in this practice?
How can we, as educators, reinforce this practice in our classrooms?
“Mathematically proficient students”
Think outside the box!
Provide opportunities for students to work together.
+ MP #3 – Construct viable arguments and critique the reasoning of others. What were the first 3 words in the practice?
What was the big idea in this practice?
How can we, as educators, reinforce this practice in our classrooms?
“Mathematically proficient students”
Argue and PROVE your work!
Provide opportunities for students to explain and justify their work.
+ MP #4 – Model with mathematics.
What were the first 3 words in the practice?
What was the big idea in this practice?
How can we, as educators, reinforce this practice in our classrooms?
“Mathematically proficient students”
Use manipulatives, expressions, equations, tables, pictures, etc.!
Allow students to show multiple methods of problem solving.
+ MP #5 – Use appropriate tools strategically.What were the first 3 words in the practice?
What was the big idea in this practice?
How can we, as educators, reinforce this practice in our classrooms?
“Mathematically proficient students”
Know when and how to use tools!
Provide various “tools” regularly and encourage students to use them.
+ MP #6 – Attend to precision.
What were the first 3 words in the practice?
What was the big idea in this practice?
How can we, as educators, reinforce this practice in our classrooms?
“Mathematically proficient students”
Communicate all the details!
Question students about details while they are explaining.
+ MP #7 – Look for and make use of structureWhat were the first 3 words in the practice?
What was the big idea in this practice?
How can we, as educators, reinforce this practice in our classrooms?
“Mathematically proficient students”
Making connections across math topics.
Point out ways to build mathematical understanding on prior knowledge.
+ MP #8 – Look for and make use of structureWhat were the first 3 words in the practice?
What was the big idea in this practice?
How can we, as educators, reinforce this practice in our classrooms?
“Mathematically proficient students”
Identifying patterns to create an algorithm for solving.
Provide student explorations BEFORE teaching algorithms.
WHAT are you teaching?!?!
Otherwise known as the CONTENT STANDARDS in the
Common Core
+ Progressions of the CCSS
K 1 2 3 4 5 6 7 8Geometry
Measurement and Data Statistics and Probability
Number and Operations in Base Ten The Number System
Operations and Algebraic Thinking Expressions and Equations
Counting and
CardinalityNumber and
Operations FractionsRatios and
Proportional Relationships
Functions
+ Understanding the Content Standards,One Cross-Reference at a time
PARCC Model Content Framework
Work in your team to summarize the findings in your grade level document.
You will have 10 minutes to read through and discuss the first pages.
Stop after: “Content Emphasis by Cluster”
+ PARCC Model Content FrameworkMajor Clusters Major focus
Supporting Clusters Assessed through
major content
Additional Clusters Instrumental for next grade level, may not have a heavy
correlation with another standard to be considered “supporting.”
+ PARCC Test Blueprint (EOY/PBA)Calculators Yes or No Fluency?
Math Practices Process How?
Clarifications Additional insight
Your turn…
Fill in the next 3 columns of your grade specific domain over the
next 20 minutes.
+Progressions DocumentsBill McCullam Lead writer
Building on: Links to prior grades
Strategies: Specific examples
Preparing for: Where is this going?
+ What about sample items?!?!? 6th Grade
Slide Ruler Proportion of Instruments (PBA) Inches and Centimeters (Dana Center) Gasoline Consumption (Dana Center)
7th Grade Speed Reading Three Books Proportional Relationships (PBA) Spicy Veggies (Dana Center) TV Sales (Dana Center)
8th Grade – SORRY – None for you yet!
Putting the pieces together…
Work collaboratively to come up with what you believe items may
look like for each standard.
+ Let’s look at the progression over years!Take a moment to summarize your clusters using the ideas below. Each grade level will report out to the group.
① What are the big ideas of the clusters?② Are they Major, Supporting, or Additional?③ How much emphasis should be placed on
calculators?④ What Math Practices are heavily assessed?⑤ What do you believe items will look like?
Next Meeting:Monday, February 10th
C.O. In-service 4pm-6:30pm
We will investigate the way CPM teaches each of these standards.
