Michelle White, Executive Director

Department of Mathematics and ScienceOffice of Academics and Transformation

Annie Klian, District Instructional Supervisor

Helen Brown, District Curriculum Support SpecialistHelen Brown, District Curriculum Support SpecialistShelley Werner, District Curriculum Support SpecialistShelley Werner, District Curriculum Support Specialist

Expected Outcomes

• 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.

• Enhance knowledge base of the Common Core Standards for Mathematics.

Design and OrganizationDesign 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 OrganizationDesign and OrganizationGrade Level Overviews

Design and Organization

DomainsDomains are larger groups/categories of standards that progress across grades

ClustersClusters are groups of related standards Content standards Content standards define what students should understand

and be able to do

Cluster Heading

Cluster Heading

Cluster Headings

Cluster Headings

Grade 7 Overview

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.

Cluster Heading

Cluster Headings

Standards

Common Core Content StandardsContent Standards

FLDOE AdditionalCoding Scheme Features

Note: In the state of Florida, Note: In the state of Florida, clustersclusters will be will be numberednumbered.

K-8:Subject -Grade Level - Domain -Cluster -Standard

Florida Coding Scheme for Common Core State Standards

MACC.MACC. 7.7. EE.EE. 1.1. 11SubjectSubject Grade-LevelGrade-Level DomainDomain ClusterCluster StandardStandard

i.e: MACC.6.SP.2.5bMACC-Math Common Core StandardsGrade 6Domain is Statistics and Probability2nd ClusterStandard 5b

Florida’s Coding ofthe 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 Standards for Mathematical Mathematical

PracticePractice

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

Use appropriate tools strategically

Attend to precision

Look for and make sense of structure

Look for and express regularity in repeated reasoning

8 Standards for Mathematical Practice

Make sense of problems and persevere in solving them

Reason abstractly and quantitatively

Construct viable arguments and critique the reasoning of others

Model with mathematics

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Standards for Mathematical Practice

Reasoning and

Explaining

Seeing Structure and Generalizing

Overarching Habits of Mind of a Productive Mathematical Thinker

2. Reason abstractly and quantitatively

3. Construct viable arguments and

critique the reasoning of others

Modeling and

Using Tools

4. Model with mathematics

5. Use appropriate tools strategically

7. Look for and make use of structure

8. Look for and express regularity in repeated reasoning

1. Make sense of problems and persevere in solving them6. Attend to precision

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: On chart paper: -Summarize the practice using at most 25 -Summarize the practice using at most 25 words. Complete a 2-column table:words. Complete a 2-column table:

-What is the teacher doing?-What is the teacher doing?-What are the students doing?-What are the students doing?

You may apply to instruction of a specific math concept.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

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Give me a lever long enoughand a fulcrum to place it on,and I can move the world. ‐‐Archimedes

Reflective Thoughts

How can your department infuse the Common Core Standards for Mathematical Practice to guide their instruction?

List some key points and aha’s.

Daily

Reflection

Journal

Daily

Reflection

Journal

???

Thank You!