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
Understanding Rigor in the Common Core State Standards for Mathematics
Using the 2013-2014 Course Descriptions
What is meant by rigor?
The CCSSM require a balance of:
Pursuit of all three requires equal intensity in time, activities, and resources.
Mathematics Fluency: A Balanced Approach (1:56)
Assuming a 60 minute math class:
10 minutes: Fluency Activities, formative assessment
20 minutes: Conceptual Development/Practice
20 minutes: Application
10 minutes: Review
Rigor Breakdown - Sprints - Fluency in Action(6:07)
6.NS.3.7 Understandordering and absolute value of rational numbers.
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…
8.G.3.9 Know the formulas for the volumes of cones, cylinders, and spheres and use them to solvereal world and mathematical problems.
Procedural Skill and Fluency +
key words within the standards
Understand Recognize Interpret
Describe Explain Use
Relate Represent Identify
Procedural Skill and Fluency
Solve Word Problem Real World Problem Apply
Mathematical Problem Model(ing)
In grade-level teams:
Where was the rigor?
What strategies and structures are applicable to MS?
What shifts need to happen in our classrooms?