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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

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
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.




Conceptual Understanding

Today s agenda rigor in the ccssm
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
Building Fluency

Mathematics Fluency: A Balanced Approach (1:56)



FluencyWhat is it? Skill in carrying out proceduresflexibly, accurately, efficiently and appropriately

Deep understanding what is it comprehension of mathematical concepts
Deep UnderstandingWhat is it? Comprehension of Mathematical Concepts

Rigor ous group discussion
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
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 model lesson structure
EXAMPLE:NY Common Core Mathematics Curriculum ModelLesson Structure

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


Florida 2013 2014 math instruction
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
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
Rigor Requires Balance

Conceptual Understanding


Procedural Skill and Fluency +




Evidence of rigor in the standards
Evidence of Rigor in the Standards

key words within the standards

Conceptual Understanding

Understand Recognize Interpret

Describe Explain Use

Relate Represent Identify

Justify Solve

Procedural Skill and Fluency

Fluently Fluency


Solve Word Problem Real World Problem Apply

Mathematical Problem Model(ing)

Locating evidence of rigor in the standards
Locating Evidence of Rigor in the Standards


In grade-level teams:

  • Read each standard in your course description

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

    • Understand

    • Fluently

    • Solve Real World problems or word problems

  • Post your questions and comments to the Parking Lot

Rigor is a balancing act
RIGOR is a Balancing Act






Rethinking rigor
Rethinking Rigor

  • Building Confidence through Problem Solving

  • Grades 3-5, Math, Number Fluency

Group discussion
Group Discussion

Where was the rigor?

What strategies and structures are applicable to MS?

What shifts need to happen in our classrooms?