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I SPY!

I SPY!. Looking for Rigor in the 21 st Century Mathematics Classroom Presented by Cassandra Willis Instructional Specialist Title I Mathematics. I heard it through the grapevine…. What is rigor? It is not more homework. It is not extra problems It is not finishing the pacing early!.

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I SPY!

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  1. I SPY! Looking for Rigor in the 21st Century Mathematics Classroom Presented by Cassandra Willis Instructional Specialist Title I Mathematics

  2. I heard it through the grapevine… • What is rigor? • It is not more homework. • It is not extra problems • It is not finishing the pacing early!

  3. I heard it through the grapevine… • What is rigor? • And it is Not a needle in the haystack process

  4. Its about making the main thing the main thing! • What is rigor? • Engaging • Active • Deep

  5. How do we get there? • Believe that all students can! • Allow teachers opportunities to learn what rigor is and looks like. • Learn what rigor is, is not and what is looks like.

  6. What does it look like? • Let’s start with testing!

  7. What does it look like?

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  21. What does it look like? • Increased focus on multistep and applied (“practical” or “real world”) problems • Testing the converse of a standard • Increased emphasis on models and multiple representations

  22. What does it look like? • Increased emphasis on multistep and applied problems • Probability can be represented in many ways • Increased emphasis on models and multiple representations (number lines, fraction models, operations with fractions) • Prior knowledge from earlier grade levels

  23. What does it look like? • Increased emphasis on multistep and applied problems • Probability can be represented in many ways • Increased emphasis on models and multiple representations (operations with fractions, integers, number lines) • Prior knowledge from earlier grade levels

  24. What does it look like? • Use of notation • { } empty set, • set notation (Algebra I and II) vs. interval (Math Analysis) • x: or x| (show both to students) • Students moving from the Grade 7 SOL course to Algebra I directly – what’s missing? • Scatterplots • Solving multistep equations • Prior instruction on box-and-whisker plots

  25. What does it look like? • The word “prime” when talking about functions that do not have real zeros • Solving linear-quadratic and quadratic-quadratic systems (no conics) • Factoring

  26. What does it look like? • Intermediate answers in multistep problems may be an answer choice • New increased emphasis on proof, including 2-column proofs • Logical arguments and precision • Equations of circles – could be given many combinations of information • Increased complexity of diagrams

  27. What does it look like? • Increased emphasis on coordinate geometry • Coordinate geometry could include combinations of transformations • Notation: be careful not to use classroom-specific notation like “CPCF” or “CPCTC” • Constructions

  28. What to do what to do? • Mathematical Problem Solving • Mathematical Communication

  29. What to do what to do? • Classrooms should have • Mathematical Reasoning • Mathematical Connections

  30. What to do what to do? • Classrooms should have • Mathematical Representations

  31. What does that look like in classroom? • Find the perimeter of a train of 100 equilateral triangles if the triangles are joined side to side. • Each side is one inch long. • Write an equation to determine the perimeter of the triangle train

  32. What does that look like in classroom? • It is night and the owls are watching in the trees. • If I see 12 eyes how many owls will I find and how many pairs of eyes do I see?

  33. What does that look like in classroom? • This fall the teachers had a plant swap. • We brought in plants and shared them with each other. • I noticed that my day lilies were very crowded. • I remembered that five (5) years ago I started with one day lily. • That fall I had three plants because the original plant had two new ‘babies’. • In fact every year each plant had two babies. • How many plants did I have in my garden this fall (at the end of the fifth year)?

  34. What does that look like in the classroom? State a problem whose solution would be found by computing and permutation of 10 things taken 4 at a time. How would you change the problem so its solution would involve computing a combination of 10 things taken 4 at a time?

  35. What immediate changes can we make? Make certain teachers are using the Compass…

  36. What immediate changes can we make? • Discuss lesson plans and objectives in grade level meetings • Make certain all tests and lessons are aligned with 2009 standards • Start looking at open ended questions • Ask for help!!!!!!!!

  37. Cassandra Willis, Instructional Specialist Title I Mathematics Phone 780-6418 Email: cboyd2@richmond.k12.va.us Business as usual, is over!

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