Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


2nd Grade Math Practices PD

Use this for 8 math practices presentation

Linda Funsch

on 29 August 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of 2nd Grade Math Practices PD

Regarding mathematics, what behaviors and
dispositions you seek to develop in your students?

* Unpack Standards for Mathematical Practice (SMP's), i.e. write in student language .
* Determine which practices are demonstrated in student work.
* Participate in activities where my students can demonstrate the SMP's.
Learning targets for today's workshop:
Mathematical Practices drive
content and instruction!
For EACH of the
8 Mathematical
Think, Pair, Share:
. . . your thoughts!
Read the descriptions for the mathematical practices, highlighting key works. Then, on the enclosed form,
put this practice into student language.
Math Stations!
Visit as many stations as time allows. Determine the:
*Standard(s) for Mathematical Practice
Create a Rubric!
Bringing it All Together
A Greater Understanding of the
Mathematical Practices!
Although the Common Core identifies eight standards of mathematical practice and we have highlighted the ways in which each are evident, we can (and should) engage our students in multiple practices simultaneously.
Think Holistically!
Standards for Mathematical Practice
Standards for Mathematical Content
The Standards for Mathematical Practice describe ways in which students ought to
with the subject matter as they grow in mathematical maturity and expertise throughout the elementary, middle and high school years.

The Standards for Mathematical Content are a balanced combination of
and understanding.

Expectations that begin with the word “understand” are often especially good opportunities to connect the practices to the content. These points of intersection are intended to be weighted toward central and generative concepts in the school mathematics curriculum that most merit the time, resources, innovative energies, and focus necessary to qualitatively improve the curriculum, instruction, assessment, professional development, and student achievement in mathematics.
NCTM applauds the Standards for Mathematical Practice as set forth in the first standard. These are generally consistent with the Process Standards in NCTM’s Principles and Standards for School Mathematics and encourage rich mathematics teaching and learning. At the same time, however, the mathematical practices are not consistently set out as elements of, or carefully connected with, the K–12 grade-level and high school Standards for Understanding and Skills. Without consistent, explicit recommendations for the mathematical practices, it is unlikely that future assessments, and consequently instruction, will adequately address them.
Mathematical Practices drive content and instruction!
(Using the open number line - 2.OA.1)
Skip counting by 10's - 2.NBT.2
"Speed Review"
* Take your notes with you and form two circles
* Flatten the circle out so that each of you is facing another person
* You will share the information you have for the first pair of math practices (SMP's 1 & 6), then listen to your partner
* You will be timed
* When your time is up, you will rotate to your left or right until told to stop
* With your new partner, share your information, and so on ...
Who will speak first? ... Begin!!!
theoretical; not
applied or practical
of or pertaining to the
describing or measuring
of quantity.
Inquiry Question Openers to Encourage Math Talk

What happens if ...?
How many ...?
In general, ...?
What do we mean by ...?
Is there a relationship ...?
Under what conditions ...?
What's the largest/smallest ...?
What are the properties of ...?
What other ...?
How do you know ...?
Is it always true that ...?
Is it possible ...?
How can you ...?
Is there a similarity between ...?
Full transcript