Integrating standards of mathematical practice
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Integrating Standards of Mathematical Practice. Bureau of Indian Education. The How and the What.

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Integrating Standards of Mathematical Practice

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Integrating standards of mathematical practice

Integrating Standards of Mathematical Practice

Bureau of Indian Education


The how and the what

The How and the What

The Standards of Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education.


Consistency with the ccssm

Consistency With the CCSSM


Common core notes

Common Core Notes

  • They are NOT a rewrite of state standards

  • They are set to global standards

  • Most states were 1-2 years behind

  • Common Core is far more rigorous


Cultural responsiveness of common core

Cultural responsiveness of Common Core

What do standards of mathematical practice have in common with Native American pedagogy?


Commonality of common core

Commonality of Common Core

Ojibwe Pedagogy

Standards of Math Practice


The standards

The Standards

  • Make sense of problems and persevere in solving them

  • Reason abstractly and quantitatively

  • Construct viable arguments and critique reasoning

  • Model with mathematics

  • Use appropriate tools strategically

  • Attend to precision

  • Look for and make use of structure

  • Look for and express regularity in repeated reasoning

www.corestandards.org


1 st grade multiplication brandon

1st Grade MultiplicationBrandon


The standards1

The Standards

  • Make sense of problems and persevere in solving them

  • Reason abstractly and quantitatively

  • Construct viable arguments and critique reasoning

  • Model with mathematics

  • Use appropriate tools strategically

  • Attend to precision

  • Look for and make use of structure

  • Look for and express regularity in repeated reasoning

www.corestandards.org


Look for and express regularity in repeated reasoning

Look for and express regularity in repeated reasoning

  • Children notice similarities in problems

  • Children create “shortcuts”

  • Children understand place value

  • Children use and understand invented algorithms for larger numbers


Make sense of problems and persevere in solving them

Make sense of problems and persevere in solving them

  • Children don’t rely on teacher for solution

  • Predictions to problems are reasonable

  • Children recall information correctly

  • Children can repeat question

  • Children don’t give up easily

  • Children ask for harder problems


Reason abstractly and quantitatively

Reason abstractly and quantitatively

  • Children can explain what numbers mean

  • Children can write equations to problems

  • Children can match numbers and objects

  • Children understand operations

  • Children use inverse operations

  • Children use multiple solution strategies


Construct viable arguments and critique the reasoning of others

Construct viable arguments and critique the reasoning of others

  • Children can prove their answer

  • Children can disprove other answers

  • Children can identify counterexamples

  • Children use mathematical vocabulary

  • Children make accurate predictions

  • Children can explain another’s solution


Model with mathematics

Model with mathematics

  • Children make statements such as, “that’s like…” or “hey we did this before!”

  • Children can choose an operation that matches a problem

  • Children can connect formal and informal notation

  • Children can create a story problem


Use appropriate tools strategically

Use appropriate tools strategically

  • Children use many manipulatives

  • Children frequently draw math pictures

  • Children have math journals

  • Children can explain a solution by showing what the did with manipulatives or drawings

  • Children use and understand metric and standard rulers


Attend to precision

Attend to precision

  • Children can use own words to define math concepts

  • Children use math vocabulary to describe a solution

  • Children are often asked to explain their solutions to class

  • Teachers commonly rephrase thinking

  • Teachers create many opportunities for children to share thinking


Look for and make use of structure

Look for and make use of structure

  • Children understand inverse and relative operations

  • Children use math facts to derive solutions

  • Children notice numerical relationships

  • Children use base-10 knowledge


School data

School Data


Integrating standards of mathematical practice

27% proficient in 2010

90% proficient in 2011

Grades 3-6


For more information

For more information

RunningHorse Livingston, M.Ed.

[email protected]

Blog: mishtadim.wordpress.com


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