Did You Know?
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Transcript of Did You Know?
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Mathematics Educators to the Career and College Ready Conference
A Quick Look at Critical Topics in Mathematics
Reform from Past Academies
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Reduce Side Chatter
Involve Yourself in the Process
Give Your Thoughts & Ideas
Open Your Mind on how You Can Change
Instruction
Remember to Silence Electronic Devices
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Reflect on how the Standards for Mathematical Practice will be infused into daily instruction.
Become familiar with the Maryland's College and Career-Ready Standards.
Analyze the instructional SHIFTS
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Standards for Mathematical Practice
1. Make sense of problems and persevere in solving them.2. Reason abstractly and quantitatively3. Construct viable arguments and critique the reasoning of others.4. Model with Mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure.8. Look for and express regularity in reasoning
Apply to every Mathematics Unit in every grade/course
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SMP Placemat Activity
SMP Placemat Activity
Behavior Cards
Placemat
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Kindergarten
Counting and Cardinality
Know number names and the count sequence.
Count to tell the number of objects.
Compare numbers.
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Grade 4
Operations and Algebraic Thinking
Use the four operations with whole numbers to solve problems.
Gain familiarity with factors and multiples.
Generate and analyze patterns.
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Focus
Rigor1. Conceptual Understanding
2. Procedural Skill
3. Modeling/Application
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PBA Score
+ EOY ScoreTOTAL Score
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New Learning
Pri
or
Lea
rnin
g
Shift #2
COHERENCE
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Purposeful placement of standards to create logical sequences of content topics that bridge across the grades, as well as across standards within each grade.
COHERENCE
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http://www.ccsstoolbox.com/parcc/PARCCPrototype_main.html
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http://www.ccsstoolbox.com/parcc/PARCCPrototype_main.html
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“Rigor is the goal of helping students develop the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging.”Shift #3
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Rigorous! Non-rigorous
Challenge students Require effort and tenacity Focus on quality Have multiple paths Not always “tidy” Connect ideas in
mathematics Develop strategic, flexible
thinking Encourage reasoning and
sense-making Actively involve students
Has awkward, difficult values Require minimal effort Focus on quantity, repetition Scripted, includes pathway to
the solution No links within mathematics Routine, rote procedures Memorize rules without
understanding Teachers do the work while
students observe
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What’s the Problem?
Solve the task if each letter represents a number from 0 through 5. As you solve the problem, think
about the reasoning you used to come up with the solution.
A B C D- F E B F E D
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How is the previous task different from this one?
1 0 4 3- 5 2 0
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PARCC Model Content Framework for Grade 3-5, includes:
3.OA.C.7 Fluently multiply and divide within 100 etc…
4.NBT.B.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm.
5.NBT.B.5 Fluently multiply multi-digit whole numbers using the standard algorithm.
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BUSES, VANS, AND CARS
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2. Understand a fraction as a number on the number line; representfractions on a number line diagram.
RIGOR CONCEPTUAL UNDERSTANDING
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Mariana is learning about fractions. Show how she can divide this hexagon into 6 equal pieces. Write a fraction that shows how much of the hexagon each piece represents.
From: http://ccsstoolbox.agilemind.com/parcc/about_elementary_3749.html
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What does it mean to MODELwith mathematics?
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A model can be very simple, such as using a geometric shape to describe a physical object like a coin. Even such simple models involve making choices. It is up to us whether to model a coin as a three-dimensional cylinder, or whether a two dimensional disk works well enough for our purposes.
-Writers of the Common Core State Standards
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School Mural
From: http://www.ccsstoolbox.com/parcc/
PARCCPrototype_main.html
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Procedural Skill
Modeling/Application
Conceptual Understanding
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Illustrative Math https://www.illustrativemathematics.org/
• Bill McCullum, CCSS lead writer• Sample Lessons that illustrate specific standards
Achieve The Core https://achievethecore.org• Jason Zimba, CCSS lead writer• Multiple Resources – e.g. Lesson Plans, Assessments,
Professional Development courses, Grade-at-a-Glance
PARCC http://parcconline.org• Information about PARCC Assessments• Sample Lessons• Practice Tests
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Annie Fetter
http://www.youtube.com/watch?v=WFvYZDR4OeY
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The greatest danger for most of us is not that our aim is too
high and we miss it….
But that it is too low and we
reach it.--Michelangelo