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Common Core Practice StandardsMAINE INDIAN EDUCATIONAUGUST 26, 2013
Consistency With the CCSSM
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Least Like CCSS
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Estimating Products
Practice Standards
1. Make sense of problems and persevere in solving them
2. Reason abstractly and quantitatively 3. Construct viable arguments and critique reasoning4. Model with mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure8. Look for and express regularity in repeated reasoning
www.corestandards.org
Look for and express regularity in repeated reasoning
Students notice similarities in problemsStudents create “shortcuts” Students understand place valueStudents use and understand invented
algorithms for larger numbers
We must make connections
…deeper structures then serve as a means for connecting the particulars.
Schmidt & Houang, 2002
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Tribal PedagogyStandards for Math Practice
Learning from watching
Community Orientation
Oral History
Learning from mistakes
Personal Sovereignty
Teachers are guides
Holistic learning
Commonality of Common Core
Modeling Math
Group Communication
Contextualized problems
Using Counterexamples
Multiple Solutions/Reasoning
Teachers help investigate
Concepts are focal points
Make sense of problems and persevere in solving
Students don’t rely on teacher for solutionPredictions to problems are reasonableStudents recall information correctlyStudents can repeat questionStudents don’t give up easilyStudents ask for harder problems
Finding Perimeter of a Rectangular Shape
Reason abstractly and quantitatively
Click icon to add pictureStudents can explain what numbers mean
Students can write equations to problems
Students can match numbers and objects
Students understand operations
Students use inverse operations
Students use multiple solution strategies
Construct viable arguments and critique reasoning
Students can prove their answer Students can disprove other
answers Students can identify
counterexamples Students use mathematical
vocabulary Students make accurate
predictions Students can explain another’s
solution
Model with mathematics
Students make statements such as, “that’s like…” or “hey we did this before!”
Students can choose an operation that matches a problem
Students can connect formal and informal notation
Students can create a story problem
Use appropriate tools strategically
Students use many manipulatives
Students frequently draw math pictures
Students have math journals
Students can explain a solution by showing what the did with manipulatives or drawings
Students use and understand metric and standard rulers
Attend to precision
Students can use own words to define math concepts
Students use math vocabulary to describe a solution
Students are often asked to explain their solutions to class
Students commonly rephrase thinkingStudents create many opportunities for
children to share thinking
Look for and make use of structure
Students understand inverse and relative operations
Students use math facts to derive solutionsStudents notice numerical relationshipsStudents use base-10 knowledge
We must foster divergent thinking
Divergent thinking is almost always seen as a gift rather than an acquired and developed skill.
But this is far from the truth: divergent thinking is a distinct form
of higher-order thinking
Rothstein, 2012
We must transmit culture
Our Western pedagogical tradition hardly does justice to the importance of
intersubjectivity in transmitting culture
Bruner, 1996
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