Transcript Document
Michelle White, Executive Director Department of Mathematics and Science Office of Academics and Transformation Annie Klian, District Instructional Supervisor Helen Brown, District Curriculum Support Specialist Shelley Werner, District Curriculum Support Specialist Expected Outcomes • Enhance knowledge base of the Common Core Standards for Mathematics. • Become familiar with the structure of the Common Core State Standards for Mathematics. Enhance knowledge of the Common Core Standards for Mathematical Practice. Become familiar with the key mathematical concepts for students to learn at each grade level. Design and Organization Standards for Mathematical Practice Carry across all grade levels Describe habits of mind of a mathematically expert student Standards for Mathematical Content K-8 standards presented by grade level Organized into domains that progress over several grades Grade introductions give 2–4 focal points at each grade level Design and Organization Focal points at each grade level Design and Organization Grade Level Overviews Domains are larger groups/categories of standards that progress across grades Clusters are groups of related standards Content standards define what students should understand and be able to do Design and Organization Grade 7 Overview Domain Cluster Heading Domain Cluster Heading Domain Cluster Heading Domain Cluster Headings Domain Cluster Headings Ratios and Proportional Relationships •Analyze proportional relationships and use them to solve real-world and mathematical problems. The Number System •Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. Expressions and Equations •Use properties of operations to generate equivalent expressions. Geometry •Draw, construct and describe geometrical figures and describe the relationships between them. •Solve real-life and mathematical problems involving angle measure, area, surface area, and volume. Statistics and Probability •Use random sampling to draw inferences about a population. •Draw informal comparative inferences about two populations. •Investigate chance processes and develop, use, and evaluate probability models. Domain S t a n d a r d s Cluster Headings Common Core Content Standards FLDOE Additional Coding Scheme Features Note: In the state of Florida, clusters will be numbered. K-8: Subject -Grade Level - Domain -Cluster -Standard Florida Coding Scheme for Common Core State Standards MACC. 7. EE. 1. 1 Subject Grade-Level Domain Cluster Standard i.e: MACC.6.SP.2.5b MACC-Math Common Core Standards Grade 6 Domain is Statistics and Probability 2nd Cluster Standard 5b Florida’s Coding of the Common Core State Standards MACC.7.EE.1.1 Subject Grade Domain Cluster Standard Subject Mathematics Common Core Grade 7 Domain Expressions and Equations Cluster Use properties of operations to generate equivalent expressions Standard Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Florida Coding Scheme for Common Core State Standards MACC.8.EE.3.7b • • • • • Identify the cluster Identify the grade level Identify the standard Identify the domain Locate in the CCSS Getting to know the CCSSM Navigating the document… • Knowing where to find the information is just as important as knowing the information. A question can be answered easily and effectively when one knows how to use the available tools. Getting started… • Find your copy of the CCSSM. • Search with others at your tables (groups of 2, 3, or 4) to find the answers to the Scavenger Hunt. • Keep track of your findings as best as you can in the space provided – but feel free to use the back if necessary. Common Core Standards for Mathematical Practice Standards for Mathematical Practice “The Standards for Mathematical Practice are unique in that they describe how teachers need to teach to ensure their students become mathematically proficient. We were purposeful in calling them standards because then they won’t be ignored.” - Bill McCallum 8 Standards for Mathematical Practice Make sense of problems and persevere in solving them Use appropriate tools strategically Reason abstractly and quantitatively Attend to precision Construct viable arguments and critique the reasoning of others Look for and make sense of structure Model with mathematics Look for and express regularity in repeated reasoning Standards for Mathematical Practice Overarching Habits of Mind of a Productive Mathematical Thinker 1. Make sense of problems and persevere in solving them 6. Attend to precision Reasoning and Explaining Modeling and Using Tools 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4. Model with mathematics 5. Use appropriate tools strategically Seeing Structure and Generalizing 7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning 26 Task • Count off 1-8. Move to your new group. Your Task is to: • Read your assigned Mathematical Practice. • Identify and underline the words (verbs) that illustrate the student actions for this practice. •Example: create analyze model describe demonstrate…. On chart paper: -Summarize the practice using at most 25 words. Complete a 2-column table: -What is the teacher doing? -What are the students doing? You may apply to instruction of a specific math concept. http://www.wordle.net/show/wrdl/5360414/Mathematical_Practice_Actions Standards for Mathematical Practice • Develops dispositions and habits of mind “Characteristic of an educated person” • Precision in thought • Precision in the use of language and terms • Precision of argument • Sense making happens through conversations 30 Give me a lever long enough and a fulcrum to place it on, and I can move the world. ‐‐Archimedes Reflective Thoughts List some key points and aha’s. How can your department infuse the Common Core Standards for Mathematical Practice to guide their instruction? Thank You!