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You
Know?
Mathematics Educators to the
Career and College Ready Conference
A Quick Look at Critical
Topics in Mathematics
Reform from Past
Academies
Reduce Side Chatter
Involve Yourself in the Process
Give Your Thoughts & Ideas
Open Your Mind on how You Can Change
Instruction
Remember to Silence Electronic Devices
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Reflect on how the Standards for
Mathematical Practice will be infused into
daily instruction.
Become familiar with the Maryland's College
and Career-Ready Standards.
Analyze the instructional SHIFTS
Standards for Mathematical Practice
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively
3. Construct viable arguments and critique the reasoning
of others.
4. Model with mathematics
5. Use appropriate tools strategically
Apply to ever
6. Attend to precision
Mathematics
7. Look for and make use of structure.
in every
8. Look for and express regularity in reasoning grade/course
SMP Placemat
Activity
Placemat
Behavior
Cards
Grade 7 Overview

Expressions and Equations
◦ Use properties of operations to generate equivalent
expressions.
◦ Solve real-life and mathematical problems using
numerical and algebraic expressions and equations.
Content Standards for
Mathematics
Algebra
Arithmetic with Polynomials and Rational
Functions
◦ Perform arithmetic operations on polynomials
◦ Understand the relationship between zeros and
factors of polynomials
◦ Use polynomial identities to solve problems
◦ Rewrite rational expressions

Focus

Coherence

Rigor
Conceptual Understanding
Procedural Skill
Modeling/Application
Shift #1
FOCUS

MAJOR
SUPPORTING
FOCUS
FOCUS is largely built into the CCSSM
curriculum.
The charge for the classroom teacher
is to take opportunities to revisit
major content frequently and make
connections between the major and
supporting and additional content.
Shift #2
C
O
H
E
R
E
N
C
E
Shift #2
COHERENCE
Purposeful placement of standards to
create logical sequences of content topics
that bridge across the grades, as well as
across standards within each grade.
COHERENCE
COHERENCE
Grade
From Grade to Grade
5th
Understanding of fraction equivalence and the skill to
generate equivalent fractions leads to the study of ratios.
6th
Skills with multiplication, division and fractions,
contribute to the study of ratios and unit rates
7th
Analyze proportional relationships and solve problems
involving unit rates associated with ratio fractions.
8th
Understand the points (x,y) on a non-vertical line are
solutions to the equation, y= mx + b, where m is the
slope of the line as well as the unit rate of a proportional
relationship.
COHERENCE
Grade 7 - Within the Grade
Analyze proportional
relationships and solve
problems involving unit rates
associated with ratio fractions.
Analyze proportional
relationships in geometric
figures.
COHERENCE
Illustrative Mathematics – Overlapping Squares
Alignment 1: 6.RP.A.3c
Two congruent squares, ABCD and PQRS, have side length 15.
They overlap to form the 15 by 25 rectangle AQRD, shown. What
percent of the area of rectangle AQRD is shaded?
Group Presentations
“Rigor is the
goal of helping
students develop
the capacity to
understand
content that is
complex, ambiguous, provocative,
and personally or emotionally
challenging.”
Shift #3
Rigorous
vs.
NOT
Rigorous!
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Challenge students
Require effort and tenacity
Focus on quality
Have multiple paths
Not always “tidy”
Connect ideas in
mathematics
Develop strategic, flexible
thinking
Encourage reasoning and
sense-making
Actively involve students
Non-rigorous

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Has awkward, difficult values
Require minimal effort
Focus on quantity, repetition
Scripted, includes pathway to
the solution
No links within mathematics
Routine, rote procedures
Memorize rules without
understanding
Teachers do the work while
students observe
PARCC Model Content Framework for
Grade 6, includes:
DOMAIN:
The Number System
CLUSTER:
Apply and extend previous understandings of
numbers to the system of rational numbers.
Standard 6.NS.C.7
7. Understand ordering and absolute value of rational
numbers.
What does it
mean to
MODEL
with
mathematics?
PICTURES
WORDS
There were 3
frogs.
1 hopped away.
There are 2 frogs.
OBJECTS
NUMBERS
3–1=2
RIGOR MODELING/APPLICATION
Learning experiences in
mathematics classrooms
should help students
see, and make sense of,
connections between
mathematics, statistics,
and everyday life.
Procedural Skill
Conceptual Understanding
Modeling/Application
Illustrative Math
https://www.illustrativemathematics.org/
• Bill McCullum, CCSS lead writer
• Sample Lessons that illustrate specific standards
Achieve The Core
https://achievethecore.org
• Jason Zimba, CCSS lead writer
• Multiple Resources – e.g. Lesson Plans, Assessments,
Professional Development courses, Grade-at-a-Glance
PARCC http://parcconline.org
• Information about PARCC Assessments
• Sample Lessons
• Practice Tests
Annie
Fetter
http://www.youtube.com/watch?v=WFvYZDR4OeY
The greatest
danger for most of
us is not that our
aim is too high
and we miss it….
But that it is too
low and we reach
it.
-- Michelangelo