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Parking Lot
TechnologySession Materials
Breaks
cc: Microsoft.comcc: Microsoft.com
cc: Microsoft.com
cc: Microsoft.com
04/18/23 • page 3
Norms
• Listen as an Ally
• Value Differences
• Maintain Professionalism
• Participate Actively
04/18/23 04/18/23 • page 4
Our Goals for today• Recognize how Standards for
Practice mandate better ways of managing instruction.
• Recognize what makes a good task.• Understand the complexity of place
value.• Recognize the relationship between
multiplication and division.
04/18/23 • page 5
Reflecting on Standards for Mathematical Practice
04/18/23 • page 6
Who can name 1 of the 8 Mathematical Practices?
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the reasoning
of others.4. Model with mathematics.5. Use appropriate tools strategically6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated reasoning.
Standards for Mathematical Practices
04/18/23 • page 7
Representation of Practices
• In your group, use pictures, numbers and words to illustrate your assigned mathematical practice.– Be sure to write the name of the practice on
the chart paper.
• Be prepared to share your illustration with the whole group.
04/18/23 • page 8
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the reasoning
of others.4. Model with mathematics.5. Use appropriate tools strategically6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated reasoning.
Standards for Mathematical Practices
04/18/23 • page 9
Mathematical practices describe the habits of mind of mathematically proficient students…
• Who is doing the talking?
•Who is doing the thinking?
• Who is doing the math?
04/18/23 • page 10
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the reasoning
of others.4. Model with mathematics.5. Use appropriate tools strategically6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated reasoning.
Standards for Mathematical Practices
04/18/23 • page 11
Mathematics ClaimsThe Smarter Balanced Assessment
Consortium has released a document outlining four claims about what mathematically proficient students can do.
The claims are a synthesis of the Standards for Mathematical Practice, and form the guiding principles to be used in creating assessments.
Mathematics Claim #1
Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency.
Mathematics Claim #2
Students can frame and solve a range of complex problems in pure and applied mathematics.
Mathematics Claim #3
Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.
Mathematics Claim #4
Students can analyze complex, real-world scenarios and can use mathematical models to interpret and solve problems.
When planning, ask
“What task can I give that will build student
understanding?”rather than
“How can I explain clearly so they will understand?”
Grayson Wheatley, NCCTM, 2002
04/18/23 • page 40
Lesson ComparisonJapan and United States
The emphasis on skill acquisition is evident in the steps most common in U.S. classrooms
The emphasis on understanding is evident in the steps of a typical Japanese lesson
•Teacher instructs students in concept or skill
•Teacher solves example problems with class
•Students practice on their own while teacher assists individual students
•Teacher poses a thought provoking problem
•Students and teachers explore the problem
•Various students present ideas or solutions to the class
•Teacher summarizes the class solutions
•Students solve similar problems
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