Common Core Practice Standards MAINE INDIAN EDUCATION AUGUST 26, 2013

Consistency With the CCSSM Most Like CCSS AlabamaCaliforniaFloridaGeorgiaIndiana MichiganMinnesotaMississippiOklahomaWashington IdahoNorth DakotaOregonSouth DakotaTennessee Utah AlaskaArkansasColoradoDelawareHawaii MassachusettsNew MexicoNew YorkNorth CarolinaOhio PennsylvaniaSouth CarolinaTexasVermontWest Virginia ConnecticutIllinoisMaineMarylandMissouri MontanaNebraskaNew HampshireVirginiaWyoming Least Like CCSS ArizonaIowaKansasKentuckyLouisiana NevadaNew JerseyRhode IslandWisconsin

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 reasoning 4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to precision 7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning

Look for and express regularity in repeated reasoning Students notice similarities in problems Students create “shortcuts” Students understand place value Students 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

Tribal Pedagogy Standards for Math Practice Learning from watchingCommunity OrientationOral HistoryLearning from mistakesPersonal SovereigntyTeachers are guidesHolistic learning Commonality of Common Core Modeling MathGroup CommunicationContextualized problemsUsing CounterexamplesMultiple Solutions/ReasoningTeachers help investigateConcepts are focal points

Make sense of problems and persevere in solving Students don’t rely on teacher for solution Predictions to problems are reasonable Students recall information correctly Students can repeat question Students don’t give up easily Students ask for harder problems

Finding Perimeter of a Rectangular Shape

Reason abstractly and quantitatively Students 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 thinking Students 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 solutions Students notice numerical relationships Students 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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