1. Level 2 Training Session 3B: Rigor Instructional Shifts: Focusing on Rigor

2. Rigor : Combination of Conceptual Understanding, Fluency, and Application Rigor does not mean “hard problems.” Rigor does not mean “hard problems.” Rigor represents a balance of three fundamental components that result in deep mathematical understanding. Rigor represents a balance of three fundamental components that result in deep mathematical understanding. In our instruction, there must be variety in what students are asked to produce. In our instruction, there must be variety in what students are asked to produce.

3. What Does Rigor Really Mean? Rigor is about the depth of what is expected in the standards, and also about what one should expect to see happening in the classroom, what one would hear in student conversations, and what curricular materials one might presented to students.

4. Samples: Components of Rigor Conceptual Understanding : Conceptual Understanding : 3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. 3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. Procedural Skill and Fluency: Procedural Skill and Fluency: 5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm. 5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm. Application: Application: 7.NS.3 Solve real-world and mathematical problems involving the four operations with rational numbers. 7.NS.3 Solve real-world and mathematical problems involving the four operations with rational numbers.

5. Preplanning for Viewing Instructional Materials As you review instructional materials, ask yourself: What does it look and sound like when students are working on the following: Procedural skill and fluency? Procedural skill and fluency? Conceptual understanding? Conceptual understanding? Application? Application?

6. Resources For Instructional Planning Resources Illustrative Mathematics (K-8) Illustrative Mathematics (K-8) Illustrative Mathematics Illustrative Mathematics Inside Mathematics (K-12) Inside Mathematics (K-12)Inside Mathematics Inside Mathematics Math Solutions (K-8) Math Solutions (K-8)Math SolutionsMath Solutions Mathematics Assessment Project (6-12) Mathematics Assessment Project (6-12)Mathematics Assessment Project Mathematics Assessment Project National Council for Teachers of Mathematics (K-12) National Council for Teachers of Mathematics (K-12) National Council for Teachers of Mathematics National Council for Teachers of Mathematics Achieve the Core – Annotative Tasks (K- 12) Achieve the Core – Annotative Tasks (K- 12) Achieve the Core Achieve the Core

7. Reflection Journal Small Group Sharing: Share one or two tasks you found in these resources that you will use with your students in the upcoming week(s)? Share one or two tasks you found in these resources that you will use with your students in the upcoming week(s)? Share which components of Rigor are included in each instructional task selected: Share which components of Rigor are included in each instructional task selected: Procedural skill and fluency ? Procedural skill and fluency ? Conceptual understanding? Conceptual understanding? Application? Application? What as a team can you do to ensure that the rigor of lessons presented match the rigor of the standards? What as a team can you do to ensure that the rigor of lessons presented match the rigor of the standards?