elementary math: principals professional development fall 2011
TRANSCRIPT
Agenda
* Introductions to Common Core State Standards
* Digging into Mathematical Practices
* Content Knowledge and Sheltered Instruction: Fraction and Decimal Models
* Problem Solving Math Scoring Guide
* Exit Card
Learning Targets I can describe to parents and colleagues the North
Clackamas Common Core Standard implementation plan for math.
I can implement two of the eight Common Core Mathematical Practices into my classroom
instruction.
I can teach grade level content through a variety of models that progress from concrete to abstract.
(Build-Sketch-Record)
I understand that there is a new ODE Math Scoring Guide and have explored its dimensions.
I can describe characteristics of Sheltered Instruction by talking to my peers about the techniques.
Goals of Common Core State Standards-Math
Students across the country will have standards that are of equal rigor.
Colleges will have less remediation in math for incoming students.
US students will become more competitive with A+ countries.
Allows for development of common assessments and teaching materials.
NCTM Process Standards
• Problem Solving• Reasoning and
Proof• Communication• Representation• Connections
Adding It Up: Strands of Mathematical Proficiency
Strategic Competence
Adaptive Reasoning
Conceptual Understanding
Productive Disposition
Procedural Fluency
CCSS-M Mathematical Practices
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
The Standards for Mathematical Practice
Take a moment to examine the first three words of each of the 8 mathematical practices… what do you notice?
Mathematically Proficient Students…
Mathematical Practice:1
Make sense of problems and persevere in solving them.
• Use the “Look For” Tool to record your thinking about what mathematically proficient students are able to do when they are participating in this practice.
• Record what teachers actions are in engaging students in this practice.
Construct viable arguments and critique the reasoning of others.
Mathematical Practice: 3
• Use the “Look For” Tool to record your thinking about what mathematically proficient students are able to do when they are participating in this practice.
• Record what teachers actions are in engaging students in this practice.
Math Scoring Guide Differences
Old Dimensions Conceptual
Understanding Process and
Strategies Communication Verification Accuracy
New Dimensions Making Sense of
the Task Representing and
Solving the Task Communicating
Reasoning Accuracy Reflecting and
Evaluating