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Common Core State Standards 8 Mathematical Practice Standards Building Familiarity & UnderstandingPowerPoint Presentation

Common Core State Standards 8 Mathematical Practice Standards Building Familiarity & Understanding

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Common Core State Standards 8 Mathematical Practice Standards Building Familiarity & Understanding

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Common Core State Standards 8 Mathematical Practice Standards Building Familiarity & Understanding

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Module 1 Mathematical Practices Educator Training

Idaho State Department of Education

Day 1

The participant will become familiar with the Standards for Mathematical Practice.

Standards for Mathematical Practice

Analysis Activity

The participant will describe the behaviors of a student who is proficient in the use of the Standards for Mathematical Practice

Standards for Mathematical Practice

Analysis Activity

- Read your assigned Standard for Mathematical
- Practice.
- Underline the verbs in the standard.
- Reflect on the behaviors that a student who is
- proficient with this standard might display.
- Share your thoughts with your group members.
- Record a group summary on chart paper.
- Be prepared to report to the large group.

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”?

- 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.

Standards for Mathematical Practice

Generic Problem

The participant will identify the Standards for Mathematical Practice employed when solving a generic problem.

Standards for Mathematical Practice Generic Problem

- On your own, complete the generic problem.
- Reflect on:
- The strategies that you used as you tackled the problem (i.e. think about your thinking).
- If and how did you display the actions described in the Standard for Mathematical Practice you were assigned in the Analysis Activity?

- Share with your group.

Check for Understanding

- 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?

All Eight Standards for Mathematical Practice will not be demonstrated with every math exercise given, but multiple standards should be evident.

Summary

- Many problems can be solved in a
- variety of ways and may also have more
- than one correct solution.
- Students must be able to explain how
- they arrived at their solution,
- regardless of which approach they used.
- Teachers should help students connect
- the Standards for Mathematical
- Practice to the various approaches used.

Take Students’ Ideas Seriously

DEVELOPING

MATHEMATICAL

THINKING

Focus on the Structure of the Mathematics

Encourage Multiple Strategies

BUILDING MATHEMATICAL UNDERSTANDING

Press Students

Conceptually

Address Misconceptions

- Habits of Mind.
- Fostered through a variety of experiences.
- Describe ways students ought to engage with mathematics as they develop as practitioners of mathematics.

4 Corners

The participant will be able to verbalize how the Standards for Mathematical Practice could be infused in instruction by various educators within a school.

4 Corners

- Move to the appropriate corner.
- Review the descriptions of the 8 Standards for Mathematical Practice.
- Prepare responses to the assigned questions.
- Share responses with corner group.

The mathematically 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 any mathematics problem.

Standards for Mathematical Practiceare not isolated skills or activities;

instead they are the appropriate observable actions that students display.

Think MTI