Common Core Practice Standards MAINE INDIAN EDUCATION AUGUST 26, 2013

Common Core Practice StandardsMAINE INDIAN EDUCATIONAUGUST 26, 2013

Consistency With the CCSSM

Most Like CCSS Alabama California Florida Georgia Indiana

Michigan Minnesota Mississippi Oklahoma Washington

Idaho North Dakota Oregon South Dakota TennesseeUtah        

Alaska Arkansas Colorado Delaware HawaiiMassachusetts New Mexico New York North Carolina OhioPennsylvania South Carolina Texas Vermont West Virginia

Connecticut Illinois Maine Maryland MissouriMontana Nebraska New Hampshire Virginia Wyoming

Least Like CCSS

Arizona Iowa Kansas Kentucky LouisianaNevada New Jersey Rhode Island Wisconsin  

Estimating Products

Practice Standards

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quantitatively 3. Construct viable arguments and critique reasoning4. Model with mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure8. Look for and express regularity in repeated reasoning

www.corestandards.org

Look for and express regularity in repeated reasoning

Students notice similarities in problemsStudents create “shortcuts” Students understand place valueStudents use and understand invented

algorithms for larger numbers

We must make connections

…deeper structures then serve as a means for connecting the particulars.

Schmidt & Houang, 2002

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Tribal PedagogyStandards for Math Practice

Learning from watching

Community Orientation

Oral History

Learning from mistakes

Personal Sovereignty

Teachers are guides

Holistic learning

Commonality of Common Core

Modeling Math

Group Communication

Contextualized problems

Using Counterexamples

Multiple Solutions/Reasoning

Teachers help investigate

Concepts are focal points

Make sense of problems and persevere in solving

Students don’t rely on teacher for solutionPredictions to problems are reasonableStudents recall information correctlyStudents can repeat questionStudents don’t give up easilyStudents ask for harder problems

Finding Perimeter of a Rectangular Shape

Reason abstractly and quantitatively

Click icon to add pictureStudents can explain what numbers mean

Students can write equations to problems

Students can match numbers and objects

Students understand operations

Students use inverse operations

Students use multiple solution strategies

Construct viable arguments and critique reasoning

Students can prove their answer Students can disprove other

answers Students can identify

counterexamples Students use mathematical

vocabulary Students make accurate

predictions Students can explain another’s

solution

Model with mathematics

Students make statements such as, “that’s like…” or “hey we did this before!”

Students can choose an operation that matches a problem

Students can connect formal and informal notation

Students can create a story problem

Use appropriate tools strategically

Students use many manipulatives

Students frequently draw math pictures

Students have math journals

Students can explain a solution by showing what the did with manipulatives or drawings

Students use and understand metric and standard rulers

Attend to precision

Students can use own words to define math concepts

Students use math vocabulary to describe a solution

Students are often asked to explain their solutions to class

Students commonly rephrase thinkingStudents create many opportunities for

children to share thinking

Look for and make use of structure

Students understand inverse and relative operations

Students use math facts to derive solutionsStudents notice numerical relationshipsStudents use base-10 knowledge

We must foster divergent thinking

Divergent thinking is almost always seen as a gift rather than an acquired and developed skill.

But this is far from the truth: divergent thinking is a distinct form

of higher-order thinking

Rothstein, 2012

We must transmit culture

Our Western pedagogical tradition hardly does justice to the importance of

intersubjectivity in transmitting culture

Bruner, 1996

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