Math Instructional Practice GuidesRESA 3 Principals’ Forum March 17th, 2015

WHY IPGs? This guide provides concrete examples of

what the Core Actions for implementing the Common Core State Standards (CCSS) for Mathematics in grades K-8 look like in daily planning and practice. It is designed as a developmental tool for teachers and those who support teachers and can be used to observe a lesson and provide feedback or to guide lesson planning and reflection.

Artifacts might include- Lesson plan Problems & Exercises Tasks and Assessments Teacher Instruction Student Discussion & Behavior Student Work

*some indicators may be appropriately left blank when observing a portion of a lesson

The fine print… 1. Refer to Shifts at a Glance and

Publisher’s Criteria for CCSS for Mathematics for additional info-iTUnes U Courses

2. Actions can be viewed over 2-3 class periods.

The fine print continued… 3. Not a 1:1 correspondence between

indicators for Core Action 3 and Standards for Mathematical Practice– represent SMP most easily observable during instruction.

5. Some or most indicators and behaviors should be observable in EVERY lesson, though not evident in all lessons.

The fine print continued…

This tool is for use by teachers, those providing support to teachers, and others working to implement the CCSS for Mathematics- it is not designed for use in evaluation.

Core Actions= Core Shifts Focus: Focus strongly where the Standards

focus.

Coherence: Think across grades, and link to major topics within grades.

Rigor: In major topics pursue conceptual understanding, procedural skill and fluency, and application with equal intensity.

Math Shifts

Focus- Focus strongly where the Standards focus.

Focus by grade-level document/ what is in? what is out?

Some clusters require greater emphasis based on the depth of the ideas

More time in these areas (major clusters) necessary for students to meet the SMP.

Math ShiftsCoherence-

Think across grades, and link to major topics within grades.

Coherence Activity

“The Standards are not so much built from topics as they are woven out of progressions.”

-Structure is the Standards, Publishers’ Criteria for Mathematics, Appendix

Math ShiftsRigor: In major

topics pursue conceptual understanding, procedural skill and fluency, and application with equal intensity.

Doesn’t mean “hard problems.”

Balance of three fundamental components that result in deep mathematical understanding.

Rigor targeted in the standards, example 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.

Rigor targeted in a lesson, example: