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Mathematics Educators to the Career and College Ready Conference A Quick Look at Critical Topics in Mathematics Reform from Past Academies

 R educe Side Chatter  I nvolve Yourself in the Process  G ive Your Thoughts & Ideas  O pen Your Mind on how You Can Change Instruction  R emember to Silence Electronic Devices

 Reflect on how the Standards for Mathematical Practice will be infused into daily instruction.  Become familiar with the Maryland's College and Career-Ready Standards.  Analyze the instructional SHIFTS

Standards for Mathematical Practice 1.Make sense of problems and persevere in solving them. 2.Reason abstractly and quantitatively 3.Construct viable arguments and critique the reasoning of others. 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 reasoning Apply to every Mathematics Unit in every grade/course

SMP Placemat Activity Behavior Cards Placemat

Kindergarten Counting and Cardinality Know number names and the count sequence. Count to tell the number of objects. Compare numbers.

Grade 4 Operations and Algebraic Thinking Use the four operations with whole numbers to solve problems. Gain familiarity with factors and multiples. Generate and analyze patterns.

Focus Coherence Rigor 1. Conceptual Understanding 2. Procedural Skill 3. Modeling/Application

FOCUS Shift #1

ASSESSMENT PBA Score + EOY Score TOTAL Score

New Learning Prior Learning Shift #2 COHERENCE

Purposeful placement of standards to create logical sequences of content topics that bridge across the grades, as well as across standards within each grade. COHERENCE

Operations and Algebraic Thinking Number and Operations in Base Ten Measurement and Data

“ Rigor is the goal of helping students develop the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging.” Shift #3

Rigorous!Non-rigorous  Challenge students  Require effort and tenacity  Focus on quality  Have multiple paths  Not always “tidy”  Connect ideas in mathematics  Develop strategic, flexible thinking  Encourage reasoning and sense-making  Actively involve students  Has awkward, difficult values  Require minimal effort  Focus on quantity, repetition  Scripted, includes pathway to the solution  No links within mathematics  Routine, rote procedures  Memorize rules without understanding  Teachers do the work while students observe

What’s the Problem? Solve the task if each letter represents a number from 0 through 5. As you solve the problem, think about the reasoning you used to come up with the solution. A B C D - F E B F E D

How is the previous task different from this one?

PARCC Model Content Framework for Grade 3-5, includes:  3.OA.C.7 Fluently multiply and divide within 100 etc…  4.NBT.B.4 Fluently add and subtract multi- digit whole numbers using the standard algorithm.  5.NBT.B.5 Fluently multiply multi-digit whole numbers using the standard algorithm.

BUSES, VANS, AND CARS

2. Understand a fraction as a number on the number line; represent fractions on a number line diagram. RIGOR CONCEPTUAL UNDERSTANDING

Mariana is learning about fractions. Show how she can divide this hexagon into 6 equal pieces. Write a fraction that shows how much of the hexagon each piece represents. From:

What does it mean to MODEL with mathematics?

A model can be very simple, such as using a geometric shape to describe a physical object like a coin. Even such simple models involve making choices. It is up to us whether to model a coin as a three-dimensional cylinder, or whether a two dimensional disk works well enough for our purposes. - Writers of the Common Core State Standards

School Mural From:

Procedural Skill Modeling/ Application Conceptual Understanding

Illustrative Math Bill McCullum, CCSS lead writer Sample Lessons that illustrate specific standards Achieve The Core Jason Zimba, CCSS lead writer Multiple Resources – e.g. Lesson Plans, Assessments, Professional Development courses, Grade-at-a-Glance PARCC Information about PARCC Assessments Sample Lessons Practice Tests

Noticing and Wondering Annie Fetter

The greatest danger for most of us is not that our aim is too high and we miss it…. But that it is too low and we reach it. --Michelangelo