BRING THE STANDARDS FOR MATHEMATICAL PRACTICE TO LIFE

BRING THE STANDARDS FOR MATHEMATICAL PRACTICE TO LIFE IN YOUR CLASSROOM October 11, 2019 8: 00 am – 9: 30 am

INTRODUCTIONS Who is in the room? Who we are? Our work….

WHAT AFFECTS INSTRUCTION IN OUR MATH CLASSROOMS… • Mathematical Content Knowledge • Pedagogical Content Knowledge • Beliefs

Norms of Collaboration Take a look at these norms and consider: Will they work for me today? What’s missing?

AGENDA • View the Standards for Mathematical Practice (SMP) • A Common Experience with the SMPs: Do Some Math! • Reflection

VIEW THE STANDARDS FOR MATHEMATICAL PRACTICE (SMP)

THE STANDARDS FOR MATHEMATICAL PRACTICE (SMP) 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. 1. Please take a moment to read over the “one pager” 2. With a elbow partner, share how you are currently supporting student engagement in the SMPs in your role.

A Perspective from one of the contributing authors of the CCSS:

A COMMON EXPERIENCE WITH THE SMPS: DO SOME MATH!

DOING MATH TOGETHER 1 Ms. Tran is painting a rectangular mural on her rectangular classroom wall. The wall is 10 feet long and 9 feet wide. The mural is 9 feet long and 8 feet wide. How many square feet of the wall will NOT be covered by the mural? PRIVATE REASONING TIME: Consider how you can use multiple representations, including a visual representation, to justify your work. You will be asked to share your reasoning with a partner.

9 feet 8 feet 9 feet 10 feet

REFLECTION • Which of the Standards for Mathematical Practice did you and your neighbors engage in? What is your evidence? • What instructional moves supported your engagement in that SMPs?

DOING MATH TOGETHER 2 Ryan disagrees with his partner’s thinking. He sees the area not covered as 38 square feet. PRIVATE REASONING TIME: • Do you agree or disagree with Ryan? Why? Use a visual representation to justify your reasoning.

Ryan disagrees with the solutions we’ve been discussing. He sees the area not covered as 38 square feet.

REFLECTION • Which of the Standards for Mathematical Practice that you and your neighbors were engaged in? What is your evidence? • What instructional moves support your engagement in that SMPs?

MATHEMATICS TEACHING PRACTICES (MTP) • Take a moment to look over the chart • How do the instructional moves we noted during the debriefs align with the Mathematics Teaching Practices?

Peg Smith’s visual for the Mathematics Teaching Practices How is this arrangement different? What might that mean?

CLOSING REFLECTION • Did the SMPs come to life in this space today? • How might the use of the MTPs have impacted that?

FEEDBACK • Please take a moment to consider what you are taking away from this session… • How will your experience impact students in your classroom? • What are your next steps as an educator? • What might you share with a colleague, coach or administrator in your building? • Thank you for your participation! • What might you want us to know about your experience? • What feedback do you have for us?