Mathematical Practices Cecil County Public Schools August 19, 2011

Maryland Professional Development Standard Professional development includes learning experiences and resources to ensure that teachers understand how the subject(s) they teach addresses the Maryland content standards and the relationships between the subjects they teach and other subjects in the curriculum.

An international fast food chain reports that 8% of the people in the United States eat at its restaurants each day. The fast food chain currently has 12,800 stores in the United States. The most recent Census Bureau report states that approximately 310 million people live in the United States. Make a conjecture as to whether or not you believe the report from the fast food chain to be accurate information. With your group, create a mathematical argument that validates your conclusion.

Outcomes The participant will: become familiar with the 8 Standards for Mathematical Practice make connections between the Standards for Mathematical Practices and instruction in ALL content areas describe the behaviors of a student who is proficient in the use of the Standards for Mathematical Practice

By the end of the year, teachers should …

Looking at the Math Practices Read your assigned Standard for Math Practice Underline the verbs in the standard. Discuss the verbs you underlined and use the verbs to analyze the Standard. On chart paper record information from the Standard that would answer the question: What is a student who is proficient in that practice able to do?

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

From MSDE 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.

Jig Saw – Revisit Fast Food Problem Move to your designated group with your Math Practices and the food chain problem. In your group discuss the following: ▫What is the math that justifies your position on the accuracy or inaccuracy of the report given by the fast food chain? ▫What Standards for Mathematical Practice are most evident in discussing and solving this problem? ▫Are there any Standards for Mathematical Practice that were less evident in solving this math problem?

Summary 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.

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

Dan Meyer Video math_curriculum_makeover.html

Dan Meyer Video Review the organizer for the video Independently answer the provided questions on the organizer as you view the video Discuss the connections among Dan Meyer’s message, the Standards for Mathematical Practice, and use of the practices in all content areas Share responses with your table group

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

From MSDE The 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 problems, regardless of content area.

Reflection tool Take a few minutes to revisit the Personal Reflection Tool provided at the beginning of the day. Jot down any thoughts from this session on Instructional Practices that you want to include on your Reflection Tool.