1. Standards for Mathematical Practice and the
Science & Engineering Practices
Part One: Developmental Progressions
Tuesday, June 24, 2014
Presented By
Sara Delano Moore, Ph.D.
Director of Mathematics and Science at ETA hand2mind
Join our community: Implementing Common Core Standards in Math

2. Implementing Common Core Standards in Math
Join our community
Implementing Common Core Standards in Math
Invitations to upcoming webinars
Webinar archives and resources
Online discussions
CE quizzes for archived webinars
The recording, slides, and chat log will be posted in the Resource Library under Web 2.0 Tools.

3. Learn more at hand2mind.com/weboffers

4. Webinar Tips
For better audio/video, close other applications (like Skype) that use bandwidth.
Maximize your screen for a larger view by using the link in the upper right corner.
A CE certificate for today’s webinar will be ed to you 24 hours after the live session.
If you are viewing this as a recording, you will need to take the CE quiz located in the Resource Library of the community.
Tweeting? Use the hashtag #edwebchat

5. Standards for Mathematical Practice and the
Science & Engineering Practices
Part One: Developmental Progressions
Tuesday, June 24, 2014
Sara Delano Moore, Ph.D.
Director of Mathematics and Science at ETA hand2mind

6. Summer Series Focus on the Practices
Standards for Mathematical Practice
Science & Engineering Practices
June 24 - Focus on Developmental Progressions
July 16 – Focus on Problem Solving
August 13 – Focus on Communication and Argument

7. Why practices?
Any education that focuses predominantly on the detailed products of scientific labor—the facts of science—without developing an understanding of how those facts were established or that ignores the many important applications of science in the world misrepresents science and marginalizes the importance of engineering.
NRC Framework 2012, pp

8. Standards for Mathematical Practice
Make sense of problems & persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments & critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for & make use of structure.
Look for & express regularity in repeated reasoning.

9. Science and Engineering Practices
Asking questions (for science) and defining problems (for engineering).
Developing and using models.
Planning and carrying out investigations.
Analyzing and interpreting data.
Using mathematics and computational thinking.
Constructing explanations (for science) and designing solutions (for engineering).
Engaging in argument from evidence.
Obtaining, evaluating, and communicating information.

10. Connections? Mathematical Practices Science & Engineering Practices
Make sense of problems & persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments & critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for & make use of structure.
Look for & express regularity in repeated reasoning.
Asking questions (for science) and defining problems (for engineering).
Developing and using models.
Planning and carrying out investigations.
Analyzing and interpreting data.
Using mathematics and computational thinking.
Constructing explanations (for science) and designing solutions (for engineering).
Engaging in argument from evidence.
Obtaining, evaluating, and communicating information.

11. NGSS Guiding Principles
Students in grades K-12 should engage in all of the eight practices over each grade band.
Practices grow in complexity and sophistication across the grades.
Each practice may reflect science or engineering.
Practices represent what students are expected to do, and are not teaching methods or curriculum.
The eight practices are not separate; they intentionally overlap and interconnect.
Performance expectations focus on some but not all capabilities associated with a practice.
NGSS, Appendix F

12. Using Mathematics & Computational Thinking
Grades K-2
Grades 3-5
Grades 6-8
Grades 9-12
Describe, measure, and compare quantitative attributes of different objects and display the data using simple graphs.
Use counting and numbers to identify and describe patterns in the natural and designed worlds.
Organize simple data sets to reveal patterns that suggest relationships.
Describe, measure, estimate, and graph quantities such as area, volume, weight, and time to address scientific and engineering questions and problems.
Use digital tools (e.g., computers) to analyze very large data sets for patterns and trends.
Apply concepts of ratio, rate, percent, basic operations, and simple algebra to scientific and engineering questions and problems.
Apply techniques of algebra and functions to represent and solve scientific and engineering problems.

13. Using Mathematics & Computational Thinking
Grades K-2
Grades 3-5
Grades 6-8
Grades 9-12
Use quantitative data to compare two alternate solutions to a problem.
Decide when to use qualitative vs quantitative data.
Use mathematical thinking and/or computational outcomes to compare alternative solutions to an engineering problem.
Decide if qualitative or quantitative data is best to determine whether a proposed object or tool meets criteria for success.
Use mathematical arguments to describe and support scientific conclusions and design solutions.
Use digital tools, mathematical concepts, and arguments to test and compare proposed solutions to an engineering design problem.
Use mathematical or algorithmic representations of phenomena or design solutions to describe and support claims and explanations, and create computational models or simulations.

14. Instructional Practice Guide
Core Action 1: Ensure the work of the lesson reflects the shifts required by the CCSS-M
Core Action 2: Employ instructional practices that allow all students to master the content of the lesson.
Core Action 3: Provide all students with opportunities to exhibit mathematical practices in connection with the content of the lesson.
Achievethecore.org, Instructional Practice Guide for K-8 Math

15. Core Action Three Indicators Illustrative Student Behavior
The teacher establishes a classroom culture in which students explain their thinking.
The teacher connects students’ informal language to precise mathematical language appropriate to their grade.
Students elaborate with a second sentence (spontaneously or prompted by the teacher or another student) to explain their thinking and connect it to their first sentence.
Students use precise mathematical language in their explanations and discussions.

16. Type your questions in the chat window.
Q&A
Type your questions in the chat window.

17. Implementing Common Core Standards in Math
Join our community
Implementing Common Core Standards in Math
Invitations to upcoming webinars
Webinar archives and resources
Online discussions
CE quizzes for archived webinars
The recording, slides, and chat log will be posted in the Resource Library under Web 2.0 Tools.

18. Join us for the next webinar!
Wednesday, July 16, 2014 at 12PM Eastern Time
Standards for Mathematical Practice and the
Science & Engineering Practices
Part Two: Problem-Solving Elements 
Join the Implementing Common Core Standards in Math
community for an invitation to the next webinar:

19. Thank you!