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Standards for Mathematical Practice

Standards for Mathematical Practice
"Does this make sense?" Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Illustrations Kindergarten Grade 1 Grade 2 Videos CCSS Chairs in Hall (High School) from Math Department on Vimeo.

https://www.illustrativemathematics.org/MP1

Related:  jtrivisonnoSummer Math Academy 2014

Model Curriculum: Mathematics (K-12) Mathematics (K-12) REVISED Model Curriculum – June 2014 The model curriculum is intended as a tool to support districts in their own curricular planning. During its development, teams of educators used all available information about the Common Core State Standards and PARCC to appropriately organize and sequence the standards across five units. Log in When you hear a teacher's stories of classroom instruction, you hear the wisdom of practice through those stories. Classroom stories are a valuable repository of practical knowledge. At LessonSketch we believe that those representations of practice may also provide context for developing capacity for instruction.

performance task assessments "Begin with the end in mind." - Stephen Covey Our goals for today are to gain a better understanding of performance task assessments (PTAs), to plan and design a performance task assessment, to evaluate the performance task assessment, and to plan and design the instruction that goes along with the performance task assessment. The "big picture" for today's activities is to provide you with purposeful activities and products that you will be able to use in your classrooms immediately and to equip you with a process that can be used for future planning. We hope you will find that, in creating performance task assessments aligned with the CCSS/ES, you will begin to reshape both your assessment strategies and your instructional strategies in a manner aligned with the intent of the new course of study. Please use this site as needed today and in the future, not necessarily as a mandatory guide but as a tool for facilitating the work of your PLC as you create PTAs.

Brain Teasers Sliding Triangle The triangle at left lies on a flat surface and is pushed at the top vertex. The length of the congruent sides does not change, but the angle between the two congruent sides will increase, and the base will stretch. Initially, the area of the triangle will increase, but eventually the area will decrease, continuing until the triangle collapses. What is the maximum area achieved during this process? And, what is the length of the base when this process is used to create a different triangle whose area is the same as the triangle above?

Tasks, Units & Student Work - Common Core Library Keywords (optional) Enter keywords (e.g., K.OA.3, informational text, arguments, quadratic equations, etc.) Grade (select at least one) Subject (select one) NYC educators and national experts are developing Common Core-aligned tasks embedded in a unit of study to support schools in implementing the Citywide Instructional Expectations. The Recovering Traditionalist The other day I had one of the best days I’ve had in a long time out in the schools. After watching Dan Meyer’s Webinar about the 3 Act Math Tasks (if you don’t know what 3 Act Math is, stop reading and watch the webinar…seriously…it is worth the 30 minutes) and then reading everything I could on Dan’s blog as well as many others, I created two of my own 3 Act Math Tasks. I tested them out yesterday plus I also used Graham Fletcher’s Lil’ Sister task. Here is the breakdown of what I did. 5th Grade 3 Act Math Task: Cheese Balls (This was my favorite!!!

Examples of Formative Assessment When incorporated into classroom practice, the formative assessment process provides information needed to adjust teaching and learning while they are still happening. The process serves as practice for the student and a check for understanding during the learning process. The formative assessment process guides teachers in making decisions about future instruction. Here are a few examples that may be used in the classroom during the formative assessment process to collect evidence of student learning.

Mathematics K-5 · CCGPS Mathematics Grades K-5 · CCGPS Mathematics Glossary Third grade teachers working on unit revisions at GaDOE (June 2013) 2013-2014 CCGPS Mathematics Unit Frameworks Teacher and Student Editions of the 2013-2014 CCGPS Mathematics Unit Frameworks were posted on July 1, 2013, to GeorgiaStandards.Org and Learning Village. Great Tasks: Infinity Pizza Connie Schrock and I recently presented a webinar on Great Tasks: What is a “great task”? How is a great task used effectively in the classroom?

PARCC Games Here you will find a variety of games aimed to help students prepare for the Math section of the PARCC exam. Check back often, as we will be constantly adding new games. Click on your grade level to get started!

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