**Shift #2: Coherence**

It’s about math making sense.The power and elegance of math comes out through carefully laid progressions and connections within grades.

Focus on what is important in your grade level.

Focus strongly where the standards focus.

What is important?

What pieces of the standards are new?

What used to be important, but isn't now?

**Shift #3 Rigor**

a. Conceptual Understanding

b. Fluency

c. Application

Here rigor does not mean “hard problems.”

It’s a balance of three fundamental components that result in deep mathematical understanding.

There must be variety in what students are asked to produce.

Rigor:

1.Conceptual Understanding

2. Fluency

3. Application

Two levels of focus:

What’s in/What’s out

The shape of the content that is in

Coherence Across and Within Grades

Intelligent?

Fluent?

Apply what they know?

Focus on the Major Work of the Grade

**CAS Math Standards**

**Shift #1: Focus**

Deep-Dive into the Math Standards

RFSD Summer Academy 2013

**Getting to the Bottom of Math Standards**

Power & Elegance

Your Task

Find out how much you know about the math focus at each grade level by taking a pre-test.

Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.

2.MD.5

Coherence Across Grades

Make a line plot to display a data set of measurements in fractions of a unit ( ½, ¼, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.

4.MD.4

Coherence Across Grades

Activity: Place the standards of each color under the appropriate grade (K-8).

Determine a “theme” for each color.

No grade has two of the same color card.

Some “themes” that have only a few cards might represent consecutive grades and some may not.

Read each card in it’s entirety to help determine placement.

Do not check your Standards until you and your colleagues agree on the final product.

Discuss horizontal and vertical observations with your partners.

Coherence Card Activity

Conceptual Understanding:

3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

Procedural Skill and Fluency:

5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm.

Application:

7.NS.3 Solve real-world and mathematical problems involving the four operations with rational numbers.

Work on a few problems from each aspect of rigor.

Be prepared to discuss something you observed from one of the problems you tried.

How can assessing (with tests, HW problems, exit tickets) all 3 aspects of rigor affect student learning?

What does it look like when we are asking students to work on procedural skill and fluency, conceptual understanding, or application?

Sample Problems Activity from PARCC

Your Task: The Running Game

1. Decide which person at your table will be the runner.

2. Work in table groups to discuss and answer the questions about rigor (handout).

3. When you hear the bell, your designated runner gets 60 seconds to "steal" ideas from other groups.

**Your Task**

Take notes about the shift

we just discussed. If you need

details, ask a friend.

Your Task

Take notes about the shift

we just discussed. If you need details, ask a friend.

Your Task

Take notes about the shift we just discussed. If you need details, ask a friend.

Content Standards AND

Practice Standards

Let's focus on the mathematical

practice standards.

(Jigsaw)

Watch the video and take notes regarding:

a) Things Dan Meyer says that makes you think about specific students.

b) Things DM says with which you strongly agree or strongly disagree.

c) Issues/thoughts you'd like to discuss in a small group.

Learning Objectives

for our time together:

1. See structure in the Common Core Standards.

2. Deeply explore the language used in the Common Core Standards.

3. Understand the Standards for Mathematical Practice.

4. Analyze classroom tasks for connections to the Common Core Standards.

Exploring the Structure of the Standards

First, watch this video for understanding of how the math standards were developed.

Dan Meyer: Math Class Needs a Makeover

Your task

Go to

http://www.corestandards.org/Math

On left under "Introduction", read "How to read the grade level standards". Look for "cluster", "domain", "standard".

Now,pull up your grade level standards. Study the structure of the standards.

Tired of videos yet??? Better than

listening to me!

Next, watch this video for an overview of the key changes (shifts)

http://www.dnatube.com/video/8106/Shark-intelligence-with-BBC

http://videos.howstuffworks.com/discovery/28509-piranha-adventure-piranhas-hunting-video.htm

http://video.nationalgeographic.com/video/kids/animals-pets-kids/wild-detectives-kids/wd-ep1-octopus/

Correct your own work.

What animal will represent RIGOR?