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Paraprofessional Common Core Training

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on 16 May 2013

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Transcript of Paraprofessional Common Core Training

Introduction to the Common Core Overview of the Common Core State Standards
Common Core State Standards for Mathematics
Assessment and Closing Agenda 3/6 Major Shifts in Mathematics "The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important "processes and proficiencies" with longstanding importance in mathematics education." Standards for Mathematical Practice Content Standards Assessments will begin 2014-2015
California is a governing state in the Smarter Balanced Assessment Consortium.
Assessments will include:
Computer Adaptive Assessments
Performance Assessments
Re-take option Assessment Focus - Teach Less, Learn More
Coherence - Make Connections
Rigor - Understanding, Skills & Applications
National Governors Association Center for Best Practices and Council of Chief State Officers (2010)
Common Core State Standards for Mathematics Standards for Mathematical Practice
1. Make sense of problems and persevere in solving them.
6. Attend to precision.

2. Reason abstractly and quantitatively
3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics
5. Use appropriate tools strategically

7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning. The eight standards for mathematical practice place an emphasis on student demonstrations of learning that describe the thinking processes, habits of mind, and dispositions that students need to develop adopted from Briars & Mitchell (2010) Getting Started with the Common Core State Standards Why Common Core? Format of the Overview Domains: Overarching ideas that connect topics across the grades Clusters: Illustrate the progression of increasing complexity from grade to grade. Format of the Standards Make sense of problems
Attend to precision Explain what the problem is about. Do you agree? If not, explain?
How do you plan to solve the problem?
Will you draw a picture or use manipulatives to solve it? Explain why.
Explain why your answer make sense.
Explain what each number of your number sentence (equation, solution) means.
Did you get the right answer? If not, what did you do wrong?
Did you label the answer?
What are some strategies you might try? Reason abstractly and quantitatively
Construct viable arguments and critique the reasoning of others Model with mathematics
Use appropriate tools strategically Look for and make use of structure
Look for and express regularity in repeated reasoning What do the numbers in the problem mean?
Draw a picture to show how they are related?
Do you have all the information you need to solve the problem? What is missing?
Is there more than one way to solve the problem? Explain.
Explain how you solved the problem.
Justify why your solution make sense.
How is your strategy different from the others in the class? Question Starters for the Standards for Mathematical Practice What number model could you construct to represent the problem?
What are some ways you can represent the quantities?
What is an equation or expression that matches the diagram, number line, ..., chart, table..?
Did other members of your group have a different number sentence? Explain.
Do es one solution make more sense than the other? Why?
What tools or manipulatives did you use and why?
Could you have used a different tool? Explain.
Did everyone in your group use the same tool? Explain.
What formula might apply in this situation? What observations do you make about...?
What do you notice when..?
What patterns do you find in..?
What ideas that we have learned before were useful in solving this problem?
Explain how this strategy work in other situations.
How do we prove that...?
What would happen if...?
Is there a mathematical rule for...? Overarching habits of mind of a productive mathematical thinker Reasoning and explaining Modeling and using tools Seeing structure and generalizing
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