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Common Core State Standards
Standards for Mathematical Practice
Agenda
• Introduce Common Core State Standards• Standards for Mathematical Practice• Mini-lesson Activity• Discuss Strategies
Learning Goals
• To develop a basic understanding of the Common Core State Standards for Mathematics.
• To familiarize ourselves with the language used in the Standards.
• To discuss strategies for coaching our staff on the Standards.
Building A House
What do we need to build a house?
Building a House
We need to know how to build a house.
Building a House
We need to know how to design the
house.
Building a House
We need to be able to communicate
with others about our ideas.
Building a House
We need to be able to represent the cost of building a
new house.
Building a House
We need to know how and when to
use the right tools.
Building a House
We need to work with precision.
Building a House
We need to have an organized plan for building a house.
Building a House
We can use what we know to add on to
the house.
Comparison
• What does building a house have to do with mathematics?
Comparison
What’s New?
Standards for Mathematical PracticeOverarching Habits of Mind
Modeling and Using Tools
Seeing Structure and Generalizing
1. Make sense of problems and persevere in solving them.6. Attend to precision.
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.
2. Reason abstractly and quantitatively3. Construct viable arguments and critique the reasoning of others.
Reasoning and Explaining
Mathematical Practice #1
Make sense of problems and persevere in solving them.
“I can…” StatementsI can solve problems without giving up.
I can explain the problem to another student.
What exactly
is this
problem
asking me to
do?
Mathematical Practice #2
Reason abstractly and quantitatively.
“I can…” StatementsI can think about numbers in different ways.I can use symbols to represent a problem.
I know I need
to multiply,
but what do
these
numbers
represent?
Mathematical Practice #3
Construct viable arguments and critique the reasoning of others.
“I can…” StatementsI can explain my thinking using math vocabulary.I can explain other student’s solutions.
I can compare various solutions.
I think that
step is wrong
because…
Mathematical Practice #4
Model with mathematics.
“I can…” StatementsI can show my works in many ways.
I can use math to understand real-world problems.
Can I use
math to
represent this
situation?
Mathematical Practice #5
Use appropriate tools strategically.
“I can…” StatementsI can use math tools and explain why I chose them.I can identify the most helpful tool to use.
Do I need my
calculator for
this?
Mathematical Practice #6
Attend to precision.
“I can…” StatementsI can work carefully and check my work.
Do I need to
round my
answer? Did I
remember to
label my
answer?
Mathematical Practice #7
Look for and make use of structure.
“I can…” StatementsI can use what I know to solve new problems.
Can I break
this problem
down into
something
simpler?
Mathematical Practice #8
Look for and express regularity in repeated reasoning.
“I can…” StatementsI can discover and use shortcuts.
I can tell if I am on the right track.
Is there a
matter in this
problem that I
can use?
Mini-Lesson
In the barnyard, there is an assortment of pigs and chickens. Counting heads I get 13; counting legs I get 46.
How many pigs and
chickens are there?
Mini-LessonCats can’t add,
but they do multiply!
In just 18 months, this female cat can have 2000 descendants.
Average number of litters a female cat can have in
one year
3
Age at which a female cat can
first get pregnant
4 months
Number of kittens in a litter
Usually 4 to 6
Paradigm Shift
“How can I explain clearly so they can
understand?”
“What task can I give to build understanding?”
