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Standards for Mathematical Practice: More than just 8 statements! Turn and talk Summarize the Standards for Mathematical Practice. Why are the Standards for Mathematical Practice important?
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Examining the Standards for Mathematical Practice
MTL MeetingOctober 18, 2011
Hank KepnerConnie LaughlinLee Ann PruskeBeth Schefelker
K-7 Content Goal for 2011-2012• Deepen our understanding of the Standards
for Mathematical Practice with a focus on: 1- Making sense of problems and persevere in
solving them.3 - Construct viable arguments and critique the
reasoning of others6 - Attend to precision
• Develop an understanding of various progressions of mathematics development.
Standards for Mathematical Practice: More than just 8 statements!
Turn and talkSummarize the Standards for Mathematical Practice.
Why are the Standards for Mathematical Practice important?
Learning Intention and Success Criteria
We are learning to Deepen our understanding of the
Standards for Mathematical Practice
We will be successful when…We can link Standards for Mathematical to
classroom instructional behaviors both teachers and students.
Standards for Mathematical Practice
http://commoncoretools.files.wordpress.com/2011/03/practices.pdf
Reasons to Re-visit the Mathematical Practices
• Develop a common understanding of the Standards for Mathematical Practice in all MTLs.
• Develop a common message across the district as to the work of the MTL and the development of understanding for the CCSS-Mathematics.
Jigsaw the ReadingEach person reads their assigned standards
Person 1 and 5 read #1 and #6 Person 2 reads #2 and #3 Person 3 reads #4 and #5 Person 4 reads #7 and #8
Highlight the important ideas in these standards and prepare a short summary of these ideas.
3-4 MINUTES each: Take turns explaining your standards to the rest of your table group
Multiplicative Comparison4.OA.1 Interpret a multiplication equation as a
comparision, e.g., interpret 35=5 times 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisions as multiplication equations.
Let’s put that thinking to use….
Books Checked Out of The LibraryNajeeTariqCelineJamarcus
Brooks = 5 books
If Jamarcus checked out three times as many books as Dawson, how many books did Dawson check out?
Write two more sentences using the words “times as many”.
Books Checked Out of The LibraryNajeeTariqCelineJamarcus
Brooks = 5 books
Memories
Draw upon the thinking you did on the CABS question and session on Multiplicative Reasoning – Strip Diagrams
Focus on your Mathematical Practices. For each:Identify specific instances of the practiceWhat were you doing as students?What were the instructors doing to foster this practice?
Be prepared to share your example with the whole class.
Linking the Practices to Your Work as an MTL In what way are lessons being planned toprovide students an opportunity to applyaspects of the Standards for MathematicalPractice in their daily experiences?
What experiences do classroom teachers needin order to develop these practices in their skillset?
Two areas of focus that need to be linked
Linking of LESA and Mathematical Practices
Continuum of development of the Mathematical Practices over time
Learning Intention and Success Criteria
We are learning to Deepen our understanding of the Standards
for Mathematical Practice
We will be successful when…we can link Standards for Mathematical to classroom instructional behaviors both teachers and students.
Reflection
How will you model thesepractices in each of yourassigned schools?
Feedback Question How will you use today’s ideas in your
classroom visits and coaching conversations about lesson planning? How will you notice when students’ behaviors exhibit the mathematical practices?