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Understanding Rigor in Instruction: Deepening Mathematical Comprehension

This training session focuses on "rigor" in mathematics instruction—not just “hard problems”—but a balance of conceptual understanding, procedural skill and fluency, and application. Participants will explore how to effectively implement rigor in the classroom through varied student outputs and interactions. We’ll analyze the components of rigor as defined by educational standards and share resources for planning instructional materials. Engaging in small group discussions, participants will identify actionable strategies to ensure lessons meet rigorous expectations aligned with standards.

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Understanding Rigor in Instruction: Deepening Mathematical Comprehension

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Presentation Transcript

  1. Level 2 Training Session 3B: Rigor Instructional Shifts: Focusing on Rigor

  2. Rigor does not mean “hard problems.” • Rigor represents a balance of three fundamental components that result in deep mathematical understanding. • In our instruction, there must be variety in what students are asked to produce. Rigor:Combination of Conceptual Understanding, Fluency, and Application

  3. Rigor is about the depth of what is expected in the standards, and also about what one should expect to see happening in the classroom, what one would hear in student conversations, and what curricular materialsone might presented to students. What Does Rigor Really Mean?

  4. Conceptual Understanding: • 3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. • Procedural Skill and Fluency: • 5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm. • Application: • 7.NS.3 Solve real-world and mathematical problems involving the four operations with rational numbers. Samples: Components of Rigor

  5. As you review instructional materials, ask yourself: What does it look and sound like when students are working on the following: • Procedural skill and fluency? • Conceptual understanding? • Application? Preplanning for Viewing Instructional Materials

  6. Resources • Illustrative Mathematics (K-8) • Inside Mathematics (K-12) • Math Solutions (K-8) • Mathematics Assessment Project (6-12) • National Council for Teachers of Mathematics (K-12) • Achieve the Core – Annotative Tasks (K-12) Resources For Instructional Planning

  7. Small Group Sharing: • Share one or two tasks you found in these resources that you will use with your students in the upcoming week(s)? • Share which components of Rigor are included in each instructional task selected: • Proceduralskill and fluency? • Conceptual understanding? • Application? • What as a team can you do to ensure that the rigor of lessons presented match the rigor of the standards? Reflection Journal

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