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Mathematics Instruction

Mathematics Instruction. In the Age of Common Core State Standards. What Should Instruction Look Like?. Mathematical Practices in Meaningful Ways A Blend of Explicit – Interactive – Implicit Instructional Strategies. CA Mathematics Framework (2013).

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Mathematics Instruction

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  1. Mathematics Instruction In the Age of Common Core State Standards

  2. What Should Instruction Look Like? • Mathematical Practices in Meaningful Ways • A Blend of Explicit – Interactive – Implicit Instructional Strategies

  3. CA Mathematics Framework (2013) • Adopted by the State Board of Education in November 2013 • Pre-publication edition available at http://www.cde.ca.gov/ci/ma/cf/draft2mathfwchapters.asp • Publication edition should be available by this Summer

  4. What Should Instruction Look Like? • Mathematical Practices in Meaningful Ways • California Mathematics Framework (2013) • Adopted by the State Board of Education in November 2013 • Pre-publication edition available at http://www.cde.ca.gov/ci/ma/cf/draft2mathfwchapters.asp • Publication edition should be available by this Summer

  5. What Should Instruction Look Like? • Mathematical Practices in Meaningful Ways • California Mathematics Framework (2013) • Adopted by the State Board of Education in November 2013 • Pre-publication edition available at http://www.cde.ca.gov/ci/ma/cf/draft2mathfwchapters.asp • Publication edition should be available by this Summer

  6. After School Job(4th/5th Grade) • Leonard needed to earn some money so he offered to do some extra chores for his mother after school for two weeks. His mother was trying to decide how much to pay him when Leonard suggested the idea: • “Either you pay me $1.00 every day for the two weeks, or you can pay me 1¢ for the first day, 2¢ for the second day, 4¢ for the third day, and so on, doubling my pay every day.”

  7. After School Job(4th/5th Grade) • Which option does Leonard want his mother to choose? Write a letter to Leonard’s mother suggesting the option that she should take. Be sure to include drawings that explain that will explain your mathematical thinking.

  8. After School Job(4th/5th Grade)

  9. Instructional Strategies Chapter • The purpose of this chapter is not to prescribe the usage of any particular instructional strategy, but to enhance teachers’ repertoire.

  10. Instructional Models

  11. General Instructional Models • 5 E Model (interactive) • Engage-Explore-Explain-Elaborate-Evaluate • 3 Phase Model (explicit) • I do – we d0 – you do • Singapore Model (interactive) • Concept Attainment Model (interactive) • Cooperative Learning Model (implicit) • Students work together to solve a problem and provide input • Cognitively Guided Instruction (implicit) • Problem-Based Learning (interactive)

  12. Additional Instructional Strategies • Discourse in the Mathematics Classroom • Student Engagement Strategies • Tools for Mathematics Instruction • Examples of Tasks Incorporating Math Practices • Real World Problems

  13. Evidence Centered Assessment • ASSUMPTION: Assessment is the process of making an argument, based on evidence, that reasons about what students say, do or make in a particular task situation to a more general claim or inference about what they can know, do, or have accomplished

  14. WHEN WE GET SCORE REPORTSSBAC’s Achievement Levels • Each level encompasses a range of student achievement. • Thorough Understanding • Adequate Understanding • Partial Understanding • Minimal Understanding Advanced? Proficient? Basic? Below Basic & FBB?

  15. Content Domains Grades K - 12

  16. K-8 Areas To Understand Deeply

  17. NOT YOUR MOTHER’S ALGEBRA 1 (based on sample “Traditional” pathway in CA Framework draft) These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step.” - CCSS (2010, p.5)

  18. Grade Level Chapter Outlines • Introduction to the Grade • Cluster Level Emphases • Connecting Math Practices and Content • Standards Based Learning at the Grade • Laid out by domain and interfaces with the shifts, emphases, and rigor

  19. Setting Performance Standards • Setting standards for four Performance Levels at each grade • September 2014, using Field Test data • Grade-level panels of 30 per content area recommend cut scores • At least two representatives from each Governing State on each grade level panel • Concurrent “crowd sourced” recommendations from the field • Recommendations presented to chiefs for approval in late September 2014

  20. 6th Grade Mathematics

  21. 3rd Grade Mathematics

  22. 4th Grade Mathematics

  23. 5th Grade Mathematics

  24. 7th Grade Mathematics

  25. 8th Grade Mathematics

  26. 11th Grade Mathematics

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