Milwaukee Public Schools:Standards for Mathematical Practice

March Academic Coach-Math TrainingMarch 8, 2013

Presented by ACM:Sean Goldner

What I hope to provide:

Learning Intention:

We will explore and discuss different resources available for the Standards for Mathematical Practices.

Success Criteria:

We will be successful when we can choose which resource for the Standards for Mathematical Practices we will share with the staff members in our buildings.

Does one type fit all?Here is what the state has presented educators with:

Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

What does this tell us?

(Deep and full of rich meaning, but it is also very complex, lengthy, and not very friendly)

This is what a different K-1 grade resource looks like:

What about this resource for grades 2-3:

How about this 4-5 grade resource:

Finally, here is a 6th grade resource:

So, what’s the big deal?

State resource:Resource created by the Jordan School district:

Created to provide a deep rich meaning

Created using very mathematical terminology for adults

Very lengthyA lot of content to decipherBroader room for

interpretation or what the meaning could be

Created for different grade levels

Short, concise, and to the point

Easier to understand and interpret for students, parents, and teachers

Examples of what is expected is present

Provides information for multiple types of learners

IN OUR INSTRUCTIONAL GUIDE FOR EACH GRADE LEVEL

Where do I locate these additional resources?

STANDARDS FOR MATHEMATICAL PRACTICE RESOURCE

What does this mean for us?

What I have done with teachers:Let’s turn and talk about how these resources could be used in all buildings:

Hallway visualConversations with staff

during grade level meetingsTool to be used with

students to support constructive response, assessments, and daily work

Events to share with parents (governance council, Open House, and conferences)

How might these resources be used in your building.

Which resource would you use and why?

Have you discussed any of these with your buildings already and what has been the success?

Feedback and suggestionsOn an index card please provide me with

feedback on what we did today.

Did I deliver on the following?

Learning Intention:

We will explore and discuss different resources available for the Standards for Mathematical Practices.

Success Criteria:

We will be successful when we can choose which resource for the Standards for Mathematical Practices we will share with the staff members in our buildings.

Milwaukee Public Schools:Math Intervention Ideas

MPS Board of School DirectorsDr. Michael Bonds, PresidentLarry Miller, Vice PresidentMark Sain, District 1Jeff Spence, District 2Annie Woodward, District 4Dr. Peter Blewett, District 6David Voeltner, District 7Meagan Holman, District 8Terrence Falk, At-Large

Senior TeamDr. Gregory Thornton, SuperintendentNaomi Gubernick, Chief of StaffDarienne Driver, Chief Innovation OfficerTina Flood, Chief Academic OfficerDr. Karen Jackson, Chief Human Resources OfficerMichelle Nate, Chief Operations OfficerGerald Pace, Esq., Chief Financial OfficerAnita Pietrykowski, Chief School Administration OfficerDenise Callaway, Executive Dir., Community EngagementPatricia Gill, Executive Director, Family Services Sue Saller, Exec. Coord., Superintendent’s Initiatives