# FUSD CC Math Phase II Training, Spring 2014

```Teachers today must prepare students for a world of possibilities
that may not currently exist. The workforce of tomorrow must be
flexible, motivated, and be able to draw from a deep and vast
skill set. Arizona’s College and Career Ready Standards in
mathematics provide a consistent, clear understanding of what
students are expected to learn, so teachers and parents know
how to support them. The standards are focused, coherent,
and relevant to the real world, describing the knowledge and
skills that students need for success in college and careers. By
setting high expectations with a commitment to succeed with
all students, we are positioning our future workforce to be
internationally competitive.
Overview of AZ CCRS – Mathematics, pg. 1
Arizona’s College and Career Ready Standards are written to show a
K-12 progression of skills and emphasize problem-solving, quantitative
reasoning, and modeling with the following key advances:
K-5: Focus on number and operations
K-7: Graded ramp up to algebra, through fractions, ratios, and
proportional reasoning.
6-8: Rich hands-on work with ratios, geometry,
statistics and probability.
H S: Rigorous algebra, geometry, modeling, statistics and probability.
Overview of AZ CCRS – Mathematics, pg. 1
There are 8 mathematical practice standards.
Let’s see if you remember what they are.
Individually, WITHOUT consulting your
neighbor, write as many of these as you
can on one of the half sheets of paper
The person(s) with the most listed earns a
prize!
MP 1. Make sense of problems and persevere in solving them.
MP 2. Reason abstractly and quantitatively.
MP 3. Construct viable arguments and critique the reasoning of
others.
MP 4. Model with mathematics
MP5. Use appropriate tools strategically.
MP 6. Attend to precision.
MP 7. Look for and make use of structure.
MP 8. Look for and express regularity in repeated reasoning
1. Make sense of problems and persevere in solving
them
6. Attend to precision
Overarching habits of mind of a productive
mathematical thinker.
2. Reason abstractly and
quantitatively
Reasoning and Explaining
3. Construct viable arguments
and critique the reasoning of
others
4. Model with mathematics
5. Use appropriate tools
strategically
Modeling and Using Tools
7. Look for and make use of
structure.
8. Look for and express regularity
in repeated reasoning
Seeing Structure and Generalizing
The Three Key Shifts
Focus – the goal is to focus strongly where the standards
focus.
Coherence – Coherence is connecting ideas across
grades, and linking to major topics within
Rigor – In major topics, conceptual understanding,
procedural skill and fluency, and application are
pursued with equal intensity.
Implement the Mathematical Practices Using the Great Tasks, Connie S. Schrock, Ph. D.
Implement the Mathematical Practices Using the Great Tasks, Connie S. Schrock, Ph. D.
Implement the Mathematical Practices Using the Great Tasks, Connie S. Schrock, Ph. D.
Let’s look at some PARCClike tasks and sample
assessment questions.
Now that we have reviewed the
mathematical practices, what great
tasks look like, and some ways our
students will be assessed team up with
one or more people and develop an
algebra or geometry lesson plan that
incorporates a great task which can be
implemented in an Algebra I, Algebra
II, Geometry, or AMC course.
Just kidding! We know you have all
designed great tasks. So have many
others.
In your packet there is a list of
resources/websites where you can find
been developed.
Ted and I have found a few that we
would like you to look over.
Team up with someone that teaches the same
course that you do. Let us know if you would
like to look at an Algebra task or a geometry