# Deep Dive into Math Shift 3 RIGOR - PowerPoint PPT Presentation

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Deep Dive into Math Shift 3 RIGOR. Understanding Rigor in the Common Core State Standards for Mathematics Using the 2013-2014 Course Descriptions. Shift #3: Rigor. What is meant by rigor? The CCSSM require a balance of: Solid conceptual understanding Procedural skill and fluency

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Deep Dive into Math Shift 3 RIGOR

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## Deep Dive into Math Shift 3RIGOR

Understanding Rigor in the Common Core State Standards for Mathematics

Using the 2013-2014 Course Descriptions

### Shift #3: Rigor

What is meant by rigor?

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.

RIGOR

Fluency

Application

Conceptual Understanding

### Today’s AgendaRigor in the CCSSM

• Discuss Rigor and Find evidence of it within the 2013-2014 Florida Math Course Descriptions

• Look specifically at fluency recommendations for Middle School

• Determine what instructional shifts must occur as we increase the rigor

### Building Fluency

Mathematics Fluency: A Balanced Approach (1:56)

• http://youtu.be/ZFUAV00bTwA

### Rigorous Group Discussion

• Share examples of relevant, real-world experiences you use to make important connections to the concepts you teach.

• How do these applications relate back to both fluency and conceptual understanding?

### One Instructional Model

Assuming a 60 minute math class:

10 minutes: Fluency Activities, formative assessment

20 minutes: Conceptual Development/Practice

20 minutes: Application

10 minutes: Review

### EXAMPLE:NY Common Core Mathematics Curriculum ModelLesson Structure

Rigor Breakdown - Sprints - Fluency in Action(6:07)

• http://www.engageny.org/resource/nti-november-2012-rigor-breakdown-sprints-fluency-in-action

### Florida 2013-2014 Math Instruction

• Blended Instruction between the CCSS and a subset of NGSS (assessed by FCAT 2.0).

• Grades 3-8 will be assessed by FCAT 2.0

• Algebra I and Geometry will be assessed by the Florida EOC Exams.

Transitional Shifts

• Increased rigor

• Classroom assessment to include PARCC-like tasks

### Rigor Addressed in the Standards

• Conceptual Understanding:

6.NS.3.7 Understandordering and absolute value of rational numbers.

• Procedural Skill and Fluency:

7.EE.2.4a …..Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently…

• Application:

8.G.3.9 Know the formulas for the volumes of cones, cylinders, and spheres and use them to solvereal world and mathematical problems.

### Rigor Requires Balance

Conceptual Understanding

+

Procedural Skill and Fluency +

Application

=

RIGOR

### Evidence of Rigor in the Standards

key words within the standards

Conceptual Understanding

UnderstandRecognizeInterpret

DescribeExplainUse

RelateRepresentIdentify

JustifySolve

Procedural Skill and Fluency

Fluently Fluency

Application

SolveWord ProblemReal World ProblemApply

Mathematical ProblemModel(ing)

### Locating Evidence of Rigor in the Standards

Activity

• Look for and underline or highlight key words or phrases indicating RIGOR

• Understand

• Fluently

• Solve Real World problems or word problems

Conceptual

Understanding

RIGOR

Application

Fluency

### Rethinking Rigor

• Building Confidence through Problem Solving

• Grades 3-5, Math, Number Fluency

https://www.teachingchannel.org/videos/building-math-confidence

### Group Discussion

Where was the rigor?

What strategies and structures are applicable to MS?

What shifts need to happen in our classrooms?