CCSS and the Standards of Mathematical Practice
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The document discusses the Common Core State Standards for Mathematical Practice, outlining learning goals and essential strategies to support these standards. It draws an analogy with building a house, emphasizing the need for planning, communication, and precision in both mathematics and construction. It further details each mathematical practice, providing specific teaching strategies to enhance problem-solving skills and classroom discussions.
CCSS and the Standards of Mathematical Practice
- 1. Common Core State Standards Standards for Mathematical Practice
- 2. Learning Goals • To develop a general understanding of the Standards for Mathematical Practice. • To familiarize ourselves with the language of the Standards of Mathematical Practice. • Identify strategies that allow us to support the Standards for Mathematical Practice.
- 3. Building A House What do we need to build a house?
- 4. Building A House We need to know how to build a house.
- 5. Building A House We need to know how to design the house.
- 6. Building a House We need to be able to communicate with others about our ideas.
- 7. Building a House We need to be able to represent the cost of building a new house.
- 8. Building a House We need to know how and when to use the right tools.
- 9. Building a House We need to work with precision.
- 10. Building a House We need to have an organized plan for building a house.
- 11. Building a House We can use what we know to add on to the house.
- 12. Comparison • What does building a house have to do with mathematics?
- 13. TED Talks: Dan Meyer
- 14. Mathematical Practice #1 Make sense of problems and persevere in solving them.
- 15. Mathematical Practice #1 Make sense of problems and persevere in solving them. Strategies • Provide wait-time for processing solutions. • Circulate to pose probing questions and monitor student progress. • Provide opportunities and time for cooperative problem solving and reciprocal teaching.
- 16. Mathematical Practice #2 Reason abstractly and quantitatively.
- 17. Mathematical Practice #2 Reason abstraction and quantitatively. Strategies • Ask students to explain their thinking regardless of accuracy. • Facilitate discussion through guided questions and representations. • Accept varied solutions/representations.
- 18. Mathematical Practice #3 Construct viable arguments and critique the reasoning of others.
- 19. Mathematical Practice #3 Construct viable arguments and critique the reasoning of others. Strategies • Provide opportunities for students to listen to the conclusions and arguments of others. • Establish and facilitate a safe environment for discussion. • Ask clarifying and probing questions.
- 20. Mathematical Practice #4 Model with mathematics.
- 21. Mathematical Practice #4 Model with mathematics. Strategies • Pose problems connected to previous concepts. • Provide a variety of real world contexts. • Use intentional representations.
- 22. Mathematical Practice #5 Use appropriate tools strategically.
- 23. Mathematical Practice #5 Use appropriate tools strategically. Strategies • Make appropriate tools available for learning. – Calculators, concrete models, digital resources, pencil/paper, compass, protractor, etc. • Use tools with instruction.
- 24. Mathematical Practice #6 Attend to precision.
- 25. Mathematical Practice #6 Attend to precision. Strategies • Recognize and model efficient strategies for computation. • Use (and challenge students to use) mathematics vocabulary precisely and consistently.
- 26. Mathematical Practice #7 Look for and make use of structure.
- 27. Mathematical Practice #7 Look for and make use of structure. Strategies • Ask questions about the application of patterns. • Highlight different approaches for solving problems.
- 28. Mathematical Practice #8 Look for and express regularity in repeated reasoning.
- 29. Mathematical Practice #8 Look for and express regularity in repeated reasoning. Strategies • Provide tasks and problems with patterns. • Ask about answers before and reasonableness after computations.
- 30. 30 Resources
- 31. 31 Resources