W ELCOME S CHOOL T EAMS Day 1 Educator Effectiveness Academy Summer 2011

Outcome The participant will become familiar with the Standards for Mathematical Practice. Day 1

Standards for Mathematical Practice Analysis Activity Outcome The participant will describe the behaviors of a student who is proficient in the use of the Standards for Mathematical Practice

Standards for Mathematical Practice Analysis Activity Read your assigned Standard for Mathematical Practice. Underline the verbs in the standard. Reflect on the behaviors that a student who is proficient with this standard might display. Share your thoughts with your group members. Record a group summary on chart paper. Be prepared to report to the large group.

What words are at the beginning of each of the 8 Standards for Mathematical Practice? Do the standards describe “Student Behavior” or “Teacher Behavior”? Summary Questions

The mathematically proficient student should have such a well-grounded understanding of how to employ the Standards for Mathematical Practice that they become Habits of Mind. Our charge as educators is to provide students with experiences that help them reach this goal.

Standards for Mathematical Practice Generic Problem Outcome The participant will identify the Standards for Mathematical Practice employed when solving a generic problem.

o On your own, complete the generic problem. o Reflect on: The strategies that you used as you tackled the problem (i.e. think about your thinking). If and how did you display the actions described in the Standard for Mathematical Practice you were assigned in the Analysis Activity? o Share with your group. Standards for Mathematical Practice Generic Problem

1.What is the math that justifies your position on the accuracy or inaccuracy of the report given by the fast food chain? 2.What Standards for Mathematical Practice are most evident in discussing and solving this problem? 3. Are there any Standards for Mathematical Practice that were less evident in solving this math problem? Check for Understanding

o Many problems can be solved in a variety of ways and may also have more than one correct solution. o Students must be able to explain how they arrived at their solution, regardless of which approach they used. o Teachers should help students connect the Standards for Mathematical Practice to the various approaches used.

Standards for Mathematical Practice The eight Standards for Mathematical Practice are: Habits of the Mind. Fostered through a variety of experiences. To be embedded in daily instruction.

4 Corners Outcome The participant will be able to verbalize how the Standards for Mathematical Practice could be infused in instruction by various educators within a school.

Move to the appropriate corner. Review the descriptions of the 8 Standards for Mathematical Practice. Prepare responses to the assigned questions. Share responses with corner group. 4 Corners

Standards for Mathematical Practice are not isolated skills or activities; instead they are the appropriate observable actions that students display.

All Standards for Mathematical Practice will not be demonstrated with every math exercise given, but multiple standards should be evident in every mathematics lesson.

The mathematically proficient student should have such a well- grounded understanding of the Standards for Mathematical Practice that they become habits of mind to be applied as needed when dealing with any mathematics problem.