Week 7: Applying the Standards for Mathematical Practices in the Classroom

We are rounding the home stretch!

TOPIC FOR THIS WEEK:
Applying the Standards for Mathematical Practices in the Classroom

READING:
Standards for Mathematical Practices Progression through Grade Levels (pdf)
www.k12.wa.us/CoreStandards/pubdocs/MPbyGradeLevel.pdf

THIS WEEK’S PROMPT:
It’s time to put the pedal to the metal.

• Choose a problem or task from your curriculum that uses a “traditional” approach to teaching mathematics.
• Using this week’s reading and ideas from chapter 4, change the activity so it incorporates one or more of the mathematical practices. If possible, test drive it with your students.
• Share your successes and struggles with “Common Core-ing it up”.  

DUE DATES:

• by Friday, May 3 Your initial response to the prompt should be posted.
• by Tuesday, May 7  Revisit this site and respond to at least one of your fellow participant’s comments.

If you need help posting your comment, watch this video.

READ FOR NEXT WEEK:
Coming Soon: A New Generation of Assessments by Nancy A. Doorey (article in Educational Leadership December 2012/January 2013, p. 28-34)

Next week’s prompt will be posted on Tuesday, May 7.

Week 6: Finding Evidence of Standards for Mathematical Practice in the Classroom

Thanks for your responses from last week. This week we are going to watch a video that shows some of the mathematical practices in action. Get your popcorn ready!

TOPIC FOR THIS WEEK:
Finding Evidence of Standards for Mathematical Practice in the Classroom

READING AND MEDIA:
1) Navigating the Mathematics CCSS, rest of Chapter 3 (p. 64-75)

2) View the video of Exemplary Lesson with Fran Dickinson’s 5th and 6th graders (it’s the video on the left).
http://insidemathematics.org/index.php/math-standards-together

THIS WEEK’S PROMPT:

• PART A:  Fran Dickinson planned the lesson to include mathematical practices #3, 6, 7 and 8.  Give specific evidence of where you see these mathematical practices in the video.
• PART B: The mathematical practices are not intended to be taught in isolation. How did Fran integrate the practices with the content standards in his lesson?

DUE DATES:

• by Friday, April 26 Your initial response to the prompt should be posted.
• by Tuesday, April 30  Revisit this site and respond to at least one of your fellow participant’s comments.

If you need help posting your comment, watch this video.

READ FOR NEXT WEEK:
Standards for Mathematical Practices Progression through Grade Levels (pdf)

Next week’s prompt will be posted on Tuesday, April 30.

Week 5: Overview of Standards for Mathematical Practice

I hope you enjoyed your break! It's wonderful to work with such a professional, articulate, and insightful group.

TOPIC:
Overview of Standards for Mathematical Practice

READINGS FOR THIS WEEK:
1) Go Figure by Marilyn Burns (article in Educational Leadership December 2012/January 2013, p. 42-46)

2) Navigating the Mathematics CCSS, first part of Chapter 3 (p. 47-64)

THIS WEEK’S PROMPT:

As you read about the Standards for Mathematical Practice, think about your own classroom.

• Describe how you are already using one of the practice standards.
• Pick one practice standard that might be easy to add to your instructional repertoire and describe how you might do so.
• Name one practice standard which would be more challenging to implement and describe why.

DUE DATES:

• by Friday, April 19 Your initial response to the prompt should be posted.
• by Tuesday, April 23 Revisit this site and respond to at least one of your fellow participant’s comments.

If you need help posting your comment, watch this video.

READ FOR NEXT WEEK:
Navigating the Mathematics CCSS, rest of Chapter 3 (p. 64-75)

Next week’s prompt will be posted on Tuesday, April 23.

Week 4: Shift #3: Rigor

Remember that you have a two-week window for this entry due to varying spring breaks. Happy Vacation!

TOPIC FOR THIS WEEK:
Shift #3: Rigor (Conceptual Understanding, Procedural Fluency, Real-World Application)

READING:
Navigating the Mathematics CCSS Chapter 4 (p. 77-89)

THIS WEEK’S PROMPT:
Rigor in the Common Core consists of three equally important elements: conceptual understanding, procedural fluency, and real-world application.  

• Is your current instructional model for mathematics balanced in terms of these three elements and how they each engage students in rigorous thinking?  
• If so, what specific strategies help you successfully balance these elements?
• If not, how could you intentionally increase rigor in your classroom?

DUE DATES:

• by Friday, April 12 Your initial response to the prompt should be posted.
• by Tuesday, April 16  Revisit this site and respond to at least one of your fellow participant’s comments.

If you need help posting your comment, watch this video.

READ FOR NEXT WEEK:
1) Go Figure by Marilyn Burns (article in Educational Leadership December 2012/January 2013, p. 42-46)

2) Navigating the Mathematics CCSS, first part of Chapter 3 (p. 47-64)

Next week’s prompt will be posted on Tuesday, April 16.