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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 on your table. 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 grades. 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 many great tasks that have already 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 task. Do you think you could implement one of these tasks in your classroom before we meet again on April 16th? We’d love to get feedback on how your kids do with a task of this type. Next month we will meet at FHS, in the Career and Counseling Center. We will be looking more closely at AZCCR type assessments on this day.