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Slide 1
Scott Adamson, Ph.D. Chandler-Gilbert Community College Ted
Coe, Ph.D. Achieve THE COMMON CORE MATHEMATICAL PRACTICES GO TO
COLLEGE
Slide 2
YOUR CLASSROOM Close your eyes and imagine your classroom What
are YOU doing? What are your STUDENTS doing? What is the nature of
the mathematics? Share for 1 minute each with a partner
Slide 3
TEACHING GOALS Previously, emphasis has been on ways of DOING
Now, we emphasize also developing ways of THINKING These ways of
thinking lead to HABITS of THINKING This will lead to effective,
efficient, flexible, and fluent ways of DOING
Slide 4
COMMON CORE STANDARDS FOR MATHEMATICS What they are: Math
Standards Practice Standards Content Standards What they are not:
Anything else
National Governors Association Center for Best Practices &
Council of Chief State School Officers. (2010). Common Core State
Standards for Mathematics. Washington, DC: Authors. P.4
Slide 7
CONTENT STANDARDS By grade for K-8 By Conceptual Category for
High School: Number and Quantity Algebra Modeling Functions
Geometry Statistics and Probability
Slide 8
KEY SHIFTS IN THE CCSS-M Focus Coherence Rigor Procedural skill
and fluency Conceptual understanding Application
Slide 9
SAMPLE: HS National Governors Association Center for Best
Practices & Council of Chief State School Officers. (2010).
Common Core State Standards for Mathematics. Washington, DC:
Authors.p.70
Slide 10
BEYOND WAYS OF DOING
Slide 11
STANDARDS FOR MATHEMATICAL PRACTICE Make sense of problems and
persevere in solving them. Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
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. National Governors
Association Center for Best Practices & Council of Chief State
School Officers. (2010). Common Core State Standards for
Mathematics. Washington, DC: Authors.
Slide 12
Titans have won a total of 36 games over the past 5 seasons
(2009-2013) What is the average (mean) number of games won each
year? What does the average mean in this context? WHAT DOES AVERAGE
MEAN?
Slide 13
COMMON CORE STANDARDS What Mathematical Practices were visible
during the last conversation? Grade 6: National Governors
Association Center for Best Practices & Council of Chief State
School Officers. (2010). Common Core State Standards for
Mathematics. Washington, DC: Authors. P.39
Slide 14
ANGLES What is an angle? What am I measuring when I measure an
angle?
Slide 15
4.MD.5 National Governors Association Center for Best Practices
& Council of Chief State School Officers. (2010). Common Core
State Standards for Mathematics. Washington, DC: Authors. P.31
Slide 16
Imagine what this might look like. CCSS: GRADE 8 (8.EE.6) 16
National Governors Association Center for Best Practices &
Council of Chief State School Officers. (2010). Common Core State
Standards for Mathematics. Washington, DC: Authors. P.54
Slide 17
FROM THE PROGRESSIONS DOCUMENTS Source:
http://commoncoretools.files.wordpress.com/2011/04/ccss_progression_ee_2011_04_25.pdf
p.5
Slide 18
FROM THE PROGRESSIONS DOCUMENTS Source:
http://commoncoretools.me/wp-content/uploads/2013/07/ccss_progression_functions_2013_07_02.pdf
p.5http://commoncoretools.me/wp-content/uploads/2013/07/ccss_progression_functions_2013_07_02.pdf
CCSS: GEOMETRY (G-SRT.6) 21 National Governors Association
Center for Best Practices & Council of Chief State School
Officers. (2010). Common Core State Standards for Mathematics.
Washington, DC: Authors. P.77
SOURCE: CCSS 32 STANDARDS FOR MATHEMATICAL PRACTICE Make sense
of problems and persevere in solving them Reason abstractly and
quantitatively Construct viable arguments and critique the
understanding of others 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
People are naturally curious, but we are not naturally good
thinkers; unless the cognitive conditions are right, we will avoid
thinking. Willingham, Daniel T. (2009-06-10). Why Don't Students
Like School?: A Cognitive Scientist Answers Questions About How the
Mind Works and What It Means for the Classroom THINKING
Slide 46
There is a great danger in the present day lest
science-teaching should degenerate into the accumulation of
disconnected facts and unexplained formulae, which burden the
memory without cultivating the understanding. J. D. Everett,
writing in 1873 Willingham, Daniel T. (2009-06-10). Why Don't
Students Like School?: A Cognitive Scientist Answers Questions
About How the Mind Works and What It Means for the Classroom
THINKING
Slide 47
Memory is the residue of thought. Willingham, Daniel T.
(2009-06-10). Why Don't Students Like School?: A Cognitive
Scientist Answers Questions About How the Mind Works and What It
Means for the Classroom THINKING
Slide 48
A PEEK IN A CLASSROOM Brainstorm Thinking about the math
practices, focusing on ways of thinking, good assessment of
learning, relationships and challenge, what do you think a
classroom should/does look like? Share for 1 minute each with a
partner
Slide 49
MATHEMATICS TEACHING PRACTICES Establish mathematics teaching
goals to focus learning. Implement tasks that promote reasoning and
problem solving. Use and connect mathematical representations.
Facilitate meaningful mathematical discourse. Pose purposeful
questions. Build procedural fluency from conceptual understanding.
Support productive struggle in learning mathematics. Elicit and use
evidence of student thinking. National Council of Teachers of
Mathematics. (2014). Principles to Actions: Ensuring Mathematical
Success for All. Reston, VA: Authors.
Slide 50
COMMUNITY COLLEGE IMPACT? Placement Assessment Content
Instruction Preservice