1. “Mathematical literacy is not the ability to calculate; it is the ability to reason quantitatively. No matter how many computation algorithms they know, students become mathematically literate only when they can use numbers to solve problems, to clarify issues and to support or refute opinions.” Marilyn Frankenstein

2. Parent Night Bethany Farmer, Curriculum Coordinator Allison McCarthy, Teacher

3. 132 – 85 Give it a try…

4. Thoughts to ponder Our classrooms are filled with students and adults who think of mathematics as rules and procedures to memorize without understanding of numerical relationships that provide the foundations for these rules. - Quote from 1919….

6. “If teaching were the same as telling, we’d all be so smart we could hardly stand it..” - Mark Twain Tell me and I forget Show me and I remember Involve me and I understand - Copernicus

8. Strands of Mathematical Proficiency O Conceptual Understanding – comprehension of mathematical concepts, operations, and relations O Procedural Fluency – skill in carrying out procedures flexibly, accurately, efficiently, and appropriately O Strategic Competence – ability to formulate, represent, and solve mathematical problems O Adaptive Reasoning – capacity for logical thought, reflection, explanation, and justification O Productive Disposition – habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy. 8

9. 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 repeated reasoning

10. Rigor 10 The CCSSM require a balance of:  Solid conceptual understanding  Procedural skill and fluency  Application of skills in problem solving situations Pursuit of all three requires equal intensity in time, activities, and resources.

11. “It is only when you build from within that you really understand something. If children don’t build from within and you just try to explain it to a child then it’s not truly learned. It is only rote, and that’s not really understanding.” Ann Badeau, second-grade teacher

12. Compare the Two Tasks O Work each task. O Share solution strategies. O Discuss: How are Martha’s Carpeting Task and the Fencing Task the same and how are they different?

13. A Numerically Powerful Child... Develops meaning for numbers and operations Looks for relationships among numbers and operations Understands computation strategies and uses them appropriately and efficiently Makes sense of numerical and quantitative situations Future Basics: Developing Numerical Power, A Monograph of the National Council of Supervisors of Mathematics, 1998

14. Rationale… O Student engagement/student centered “…the best way for students to develop their mathematical confidence and understanding of mathematics is to create an environment in which students are trusted to solve problems and work together using their ideas to do so.” - Van de Walle and Lovin