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An Introduction to the Standards for Mathematical Practice

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Stephen Bismarck

on 7 September 2016

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Transcript of An Introduction to the Standards for Mathematical Practice

An Introduction to the
Common Core Standards
for Mathematical Practice

Dr. Stephen Bismarck
Assistant Professor
Middle/Secondary Mathematics Education
University of South Carolina Upstate

A little bit of background
The Breakdown
8 Standards for Mathematical Practice
Task #1
Task #2
Understanding and Seeing the
Standards of Mathematical Practice
Rap Up
Main idea of the Common Core State Standards (CCSS) is to provide students/parents/teachers with a clear and consistent understanding of what students are expected to learn.
Content standards
refer to the mathematical knowledge that the students will learn.
Task #1 – Analyze a video of students involved in solving a problem and determine which SMPs they are engaged in.

Task #2 – In pairs, you will work on a rich mathematical task and reflect on which SMPs you were engaged in.
Video of 7th grade students examining properties of equations, inequalities and expressions
This task will follow the
Think-Pair-Share strategy.
Common Core State Standards have already been developed for English and Mathematics. Similar concepts are being developed for Social Studies and Science.

Adoption and implementation of the CCSS began 2010 and is ongoing.
Process standards
specify the mathematical ways of thinking students should develop while learning the mathematics content.
When educators refer to the CCSS, they are typically talking about the content standards.

The process standards are referred to as the Standards for Mathematical Practice (SMP).
1) Make sense of the 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 strategically
6) Attend to precision
7) Look for and make use of structure
8) Look for and express regularity in repeated reasoning.
While watching the video try to determine which one or more SMP the students are engaged in. After the video is over, you will have one minute to talk with the person next to you about your observations.
You will have 5 minutes to work on the problem on your own (2 minutes) and with your partner (3 minutes). After the 5 minutes, I want you to reflect on the SMP you and your partner were engaged in for a couple of minutes.
You and a group of your friends go to the Pizza Hut express after school. Small pizzas are $5 and cheese sticks are $3. All together you have $31. What can you buy?
(A table and/or graph can be helpful)

Use mathematics to support your answer.
Where are we going?
Examine tasks for all of the SMP
Examine a framework that can be used to identify mathematically rich tasks.
Examine the CCSS (content) and make connections to mathematically rich tasks.
Work on strategies that can be used to implement mathematically rich tasks in the classroom.
Full transcript