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Teri Calabrese-GrayJennifer FrenchDecember 14, 2012
9-12 CCLS Mathematics6-8 Overview A Story of Ratios – Curriculum MapCCSS Mathematics FlowchartSchematics of November 2012Application of MathematicsResources
Common Core, Inc. – Math contract Pk-12
No definitive curricular materials available as of yet
PARCC Framework updated 08/12 - http://www.parcconline.org/parcc-model-content-frameworks
Hoping for more concrete materials in February
6-8 Curriculum Map – A Story of Ratios
Continuation from Pk-5 Module Overview Aligned to CCSSNo Modules at this time
Dr. Andrew Chen, MIT Reviewed again the data (similar to work
with network teams last year) about our educational math system and the need for systemic change
Mathematics, the 3-legged stool Rigor, rigor, rigor. Time to increase
expectations Thinking about how we teach
An Introduction from Jason ZimbaRead from Page 2: Further Notes
to Page 3: Up to and including paragraph
on Relationship to Concept Maps
A Math Teacher at Grade N is actually Teaching Grades K to N
A Math Teacher at Grade N is actually Teaching Grades K to N+2
Conceptual Understanding
Computation Fluency
Problem Solving
K-12 MathematicsK-12 Mathematics
Teachers need to Experience rigorDissect rigorous problems▪ Identify Content Standards and Mathematical Practices
Carson needs to purchase 5.6 meters of tape for a project. If each roll of tape contains 80 cm and costs $5, what is the total cost of the tape that Carson must buy? Show all work. Answer: $_______________
What standard(s) were involved? Was it more about: Conceptual understanding?
Computational Fluency? Problem Solving? Which Mathematical Practice(s) were evident
in the process? What does it feel like as a student in this
simulated classroom? What worked? What would you like our teachers to be able to
learn from this classroom? What teaching moves worked?
What’s special about this problem? Can you build a similar one?
How do you plan on doing to improve math performance through inducing changes in beliefs and learning/teaching culture locally?
Make sense of problems & 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.
Bar - Tape Diagrams Bar/Tape Model progression Thinking Blocks
EngageNY – Grade 6-8 and PD Resources The Mathematics Assessment Project Illustrative Mathematics National Library of Virtual Manipulatives Progressions “Problems Without Figures” - 1909 Book
3. Given ab > 0, a and b are real numbers, which graph(s) can be described by x + ay = b? Why?