Teri Calabrese-GrayJennifer FrenchDecember 14, 2012

9-12 CCLS Mathematics6-8 Overview A Story of Ratios – Curriculum MapCCSS Mathematics FlowchartSchematics of November 2012Application of MathematicsResources

Common Core, Inc. – Math contract Pk-12

No definitive curricular materials available as of yet

PARCC Framework updated 08/12 - http://www.parcconline.org/parcc-model-content-frameworks

Hoping for more concrete materials in February

6-8 Curriculum Map – A Story of Ratios

Continuation from Pk-5 Module Overview Aligned to CCSSNo Modules at this time

Dr. Andrew Chen, MIT Reviewed again the data (similar to work

with network teams last year) about our educational math system and the need for systemic change

Mathematics, the 3-legged stool Rigor, rigor, rigor. Time to increase

expectations Thinking about how we teach

An Introduction from Jason ZimbaRead from Page 2: Further Notes

to Page 3: Up to and including paragraph

on Relationship to Concept Maps

A Math Teacher at Grade N is actually Teaching Grades K to N

A Math Teacher at Grade N is actually Teaching Grades K to N+2

Conceptual Understanding

Computation Fluency

Problem Solving

K-12 MathematicsK-12 Mathematics

Teachers need to Experience rigorDissect rigorous problems▪ Identify Content Standards and Mathematical Practices

Carson needs to purchase 5.6 meters of tape for a project. If each roll of tape contains 80 cm and costs $5, what is the total cost of the tape that Carson must buy? Show all work. Answer: $_______________

What standard(s) were involved? Was it more about: Conceptual understanding?

Computational Fluency? Problem Solving? Which Mathematical Practice(s) were evident

in the process? What does it feel like as a student in this

simulated classroom? What worked? What would you like our teachers to be able to

learn from this classroom? What teaching moves worked?

What’s special about this problem? Can you build a similar one?

How do you plan on doing to improve math performance through inducing changes in beliefs and learning/teaching culture locally?

Make sense of problems & 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.

Bar - Tape Diagrams Bar/Tape Model progression Thinking Blocks

EngageNY – Grade 6-8 and PD Resources The Mathematics Assessment Project Illustrative Mathematics National Library of Virtual Manipulatives Progressions “Problems Without Figures” - 1909 Book

3. Given ab > 0, a and b are real numbers, which graph(s) can be described by x + ay = b? Why?