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Mathematical Practices and Performance Tasks

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Noelle Gorbett

on 20 November 2014

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Transcript of Mathematical Practices and Performance Tasks

Mathematical Practices and Performance Tasks
Mathematical Practices (CCSS)
Mathematical Practices
Self Rating
Performance Task Structure
Setting the Context (stimulus)
Modeling a Process (Information Processing)
Product Performance
1. Make sense of 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.
Lets look at an example:
4th Grade Performance Task: Zoo
Setting the Context (Stimulus)
The purpose of a stimulus is to remove
bias
from the performance task
.
How does this conversation between the teacher and students remove bias?

What mathematical practice(s) build skills for participation in the stimulus of this task?
Modeling a Process
(Information Processing)
Product/Performance
So, How do we get there?

chunking
familiarity
build stamina
Use what we have...
supplement for what we don't have....
How does this portion of the task help students prepare to complete the product portion of the performance task?

What mathematical practice(s) build skills for participation in the information processing portion of this task?
What mathematical practices do students need to employ when completing the 'product' portion of the performance task?


How will we teach these?
Using the mathematical practices self reflection sheet, shade each rectangle to show your level of comfort with effectively including each of the mathematical practices into instruction and student work time.
Math Expressions
Math resources from curriculum guides
Full transcript