Common Core Mathematics
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Common Core Mathematics
description
Common Core Mathematics. Learning Norms. Restrooms Parking Lot evaluation connections General comments. Today’s Learning Goals. 1. Identify and interpret the 8 Mathematical - PowerPoint PPT Presentation
Transcript of Common Core Mathematics
Common Core Mathematics
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Learning Norms
• Restrooms• Parking Lot
• evaluation connections
• General comments
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Today’s Learning Goals
1. Identify and interpret the 8 Mathematical Practices of Common Core.2. Organize and differentiate “blended” standards3. Develop a Learning Progression Scale
4. Identify tools and resources developed to support the implementation of CCSS.
Success Criteria
1. Develop a learning goal using resources that
support CCSS.
2. Apply the model of a Learning Progression Scale
with math practices in mind.
IntroductionsNameSchoolTitleSubjects TaughtYears in Education
Why is math important?
Warning: Much of the action depicted and/or described on this site is potentially dangerous. Virtually all of the participates seen in the photos are experienced professionals. Do not attempt to duplicate.
Use appropriate tools strategically5
Attend to precision6
Look for and make sense of structure7Look for and express regularity in repeated reasoning
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8 Standards for Mathematical Practice
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Make sense of problems and persevere in solving them
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Reason abstractly and quantitatively2Construct viable arguments and critique the reasoning of others
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Model with mathematics4
3b, 3c
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2.
3.
4.
5.
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Review – Relate - Reflect
Review the 8 Mathematical Practices
Reflect one new idea
Relate how to use a MP in your classroom
K-8
Grade
Domain
Cluster
Standards
High School
Conceptual Category
Domain
Cluster
Standards
Common Core Format
Florida’s Numbering ofthe Common Core State Standards
MACC.7.SP.2.4
Subject Grade Domain Cluster StandardSubject Mathematics Common Core Grade 7Domain Statistics and ProbabilityCluster Draw informal comparative inferences about two
populations.Standard Use measures of center and measure of variability
for numerical data from random samples to draw informal comparative inferences about two populations.
Florida’s Numbering ofthe Common Core State Standards
MACC.912.A.CED.1.4Math Common Core Grade Conceptual Category Domain Cluster Standard
Grade 9-12Conceptual Category
Algebra
Domain Creating EquationsCluster Create equations that describe numbers or
relationshipsStandard Rearrange formulas to highlight a quantity of
interest, using the same reasoning as in solving equations.
Compare National to State Notation
National: CCSS.Math.Content.6.EE.A.3Florida: MACC.6.EE.1.3National: CCSS.Math.Content.HSA-SSE.B.3 Florida: MACC.912.A-SSE.2.3
as our guide!
Using the Course Description….
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Questions to Ponder
How do you know when a student can use, explain and apply a standard?
What are different stages of
mastering a standard?
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Model for Instructional Planning
Chunking •Identify the standards of focus from course description to support learning goal and differentiate levels of understanding.
Learning Goals •Create the learning goals/targets based upon the critical areas of focus or big ideas along with the integrated standards from the course description.
Learning Progression •Develop scales or rubrics to describe the steps students will take to attain each learning goal as well as what success looks like at each step.
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Model from Math 1-advanced
• Review and Analyze Unit
• Write Learning Goal
• Identify standards to support Learning Goal
1c, 1e
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Review and Analyze Unit
Unit 3: Read and highlight action wordsStudents understand the use of variables in mathematical expressions. They write expressions and equations that correspond to given situations, evaluate expressions, and use expressions and formulas to solve problems. Students understand that expressions in different forms can be equivalent, and they use the properties of operations to rewrite expressions in equivalent forms. Students know that the solutions of an equation are the values of the variables that make the equation true. Students use properties of operations and the idea of maintaining the equality of both sides of an equation to solve simple one-step equations. Students construct and analyze tables, such as tables of quantities that are equivalent ratios, and they use equations (such as 3x = y) to describe relationships between quantities.
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Write Learning GoalLearning Goal: The students will be able to write, rewrite and solve one step equations when solving real world problem.
Suggested Essential Question:
• How can algebraic expression and equations be used to model, analyze and solve mathematical situations?
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Standards for Learning GoalMA.A.3.2 MACC.6.EE.1.2 MACC.6.EE.2.6 MACC.6.EE.2.7
MP #1 #2 #6
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Review – Relate - Reflect
Review Learning Goal Development
Reflect on a new idea
Relate how to use Learning Goals in your classroom
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LEARNING PROGRESSION
1. Identify mastery
2.Differentiate levels of understanding
3. Create example problems
1a, 1b, 1c, 1e, 3d
Sample Level 3 (Target)
Solve one step equations with nonnegative rational numbers.
Evaluate a real world problem that involves the understanding of how to solve a one-step equation.
Level 3Target
Sample Level 0
Level 0 The student can:
• add, subtract, multiply, and divide with whole numbers.
Sample Level 1
The student can:
Use a given value of a variable to evaluate an expression.
Level 1
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Sample Level 2
Level 2 The student can:Solve one step equations with whole numbers.
Sample Level 4
Create a word problem that corresponding to an algebraic equation.
Level 4
John Hattie’s High Yield Strategies
3d
Formative Assessmen
ts =0.90
Self Assessmen
tsd = 0.64
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Review – Relate - Reflect
Review Learning Progression Development
Reflect on a new idea
Relate how to use Learning Progressions in your classroom
Common Core Mathematics
