Module 1 Mathematical Practices Educator Training

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Common Core State Standards8 Mathematical
Practice StandardsBuilding Familiarity
Understanding

• Module 1 Mathematical Practices Educator
  Training
• Idaho State Department of Education

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Day 1
The participant will become familiar with the
Standards for Mathematical Practice.
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Standards for Mathematical Practice Analysis
Activity
The participant will describe the behaviors of a
student who is proficient in the use of the
Standards for Mathematical Practice
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8 Standards for Mathematical Practice
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Standards for Mathematical Practice Analysis
Activity

• Read your assigned Standard for Mathematical
• Practice.
• Underline the verbs in the standard.
• Reflect on the behaviors that a student who is
• proficient with this standard might display.
• Share your thoughts with your group members.
• Record a group summary on chart paper.
• Be prepared to report to the large group.

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Summary Questions

• What words are at the beginning of each
• of the 8 Standards for Mathematical
• Practice?
• Do the standards describe
• Student Behavior
• or
• Teacher Behavior?

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Summary

• The mathematically proficient student
• should have such a well-grounded
• understanding of how to employ the
• Standards for Mathematical Practice
• that they become Habits of Mind.
• Our charge as educators is to provide
• students with experiences that help
• them reach this goal.

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Standards for Mathematical Practice Generic
Problem
The participant will identify the Standards for
Mathematical Practice employed when solving a
generic problem.
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Standards for Mathematical Practice Generic
Problem

• On your own, complete the generic problem.
• Reflect on
• The strategies that you used as you tackled the
  problem (i.e. think about your thinking).
• If and how did you display the actions described
  in the Standard for Mathematical Practice you
  were assigned in the Analysis Activity?
• Share with your group.

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Check for Understanding

• What is the math that justifies your position on
  the accuracy or inaccuracy of the report given by
  the fast food chain?
• What Standards for Mathematical Practice are most
  evident in discussing and solving this problem?
• Are there any Standards for Mathematical Practice
  that were less evident in solving this math
  problem?

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Standards for Mathematical Practice

• All Eight Standards for Mathematical Practice
  will not be demonstrated with every math exercise
  given, but multiple standards should be evident.

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Summary

• Many problems can be solved in a
• variety of ways and may also have more
• than one correct solution.
• Students must be able to explain how
• they arrived at their solution,
• regardless of which approach they used.
• Teachers should help students connect
• the Standards for Mathematical
• Practice to the various approaches used.

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Take Students Ideas Seriously
DEVELOPING MATHEMATICAL THINKING
Focus on the Structure of the Mathematics
Encourage Multiple Strategies
BUILDING MATHEMATICAL UNDERSTANDING
Press Students Conceptually
Address Misconceptions
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8 Standards for Mathematical Practice

• Habits of Mind.
• Fostered through a variety of experiences.
• Describe ways students ought to engage with
  mathematics as they develop as practitioners of
  mathematics.

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4 Corners
The participant will be able to verbalize how
the Standards for Mathematical Practice could be
infused in instruction by various educators
within a school.
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4 Corners

• Move to the appropriate corner.
• Review the descriptions of the 8 Standards for
  Mathematical Practice.
• Prepare responses to the assigned questions.
• Share responses with corner group.

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Summary

• The mathematically proficient student should
  have such a well-grounded understanding of the
  Standards for Mathematical Practice that they
  become habits of mind to be applied as needed
  when dealing with any mathematics problem.

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Summary

• Standards for Mathematical Practice are not
  isolated skills or activities
• instead they are the appropriate observable
  actions that students display.

Think MTI
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QUESTIONS?