Elementary
Math: Grade 3
Professional Development
Fall 2011
Norms
Participant actively.
Be respectful of people’s
time, ideas, and needs.
Maintain a positive tone.
Be solution oriented.
Agenda
* Introductions to Common Core State
Standards
* Digging into Mathematical Practices
* Content Knowledge and Sheltered
Instruction: Decimal Models,
Fractions and Division
* Problem Solving Math Scoring Guide
* Exit Card
Learning Targets
 I can describe to parents and colleagues the North
Clackamas Common Core Standard implementation
plan for math.
 I can implement two of the eight Common Core
Mathematical Practices into my classroom instruction.
 I can teach grade level content through a variety of
models that progress from concrete to abstract.
(Build-Sketch-Record)
 I understand that there is a new ODE Math Scoring
Guide and have explored its dimensions.
 I can describe characteristics of Sheltered Instruction
by talking to my peers about the techniques.
Goals of Common Core State
Standards-Math
 US students will become more
competitive with A+ countries.
 Colleges will have less remediation in
math for incoming students.
 Students across the country will have
standards that are of equal rigor.
 Allows for development of common
assessments and teaching materials.
As of Today 45 States Have
Adopted CCSS
Common Core Standards for
Mathematics

Mathematical Practices

Mathematical Content
Progressions within and across Domains
North Clackamas Transition Plan
ODE 2007 Standards
Common Core State
Standards
Role Play
 What would parents want to know about the
Common Core State Standards for Math?
 Discuss with your partner what their questions
would be how you would you respond.
p o
Draws from Two Sources
Principals and Standards
for School Mathematics
Adding It Up
13
NCTM Process Standards
• Problem Solving
• Reasoning and
Proof
• Communication
• Representation
• Connections
Adding It Up:
Strands of Mathematical
Proficiency
Conceptual
Understanding
Strategic
Competence
Adaptive Reasoning
Productive
Disposition
Procedural
Fluency
CCSS-M Mathematical Practices
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.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated
reasoning.
The Standards for Mathematical
Practice
Take a moment to examine the first
three words of each of the 8
mathematical practices… what do
you notice?
Mathematically Proficient Students…
Mathematical Practice:1
Make sense of problems and
persevere in solving them.
• Use the “Look For” Tool to
record your thinking about
what mathematically
proficient students are able
to do when they are
participating in this
practice.
• Record what teachers
actions are in engaging
students in this practice.
Mathematical Practice: 3
Construct viable arguments and
critique the reasoning of others.
• Use the “Look For” Tool to
record your thinking about
what mathematically
proficient students are able to
do when they are
participating in this practice.
• Record what teachers
actions are in engaging
students in this practice.
Math Problem
Solving Tasks
Math Problem Solving Scoring Guide
Math Scoring Guide
Differences





Old Dimensions
Conceptual
Understanding
Process and
Strategies
Communication
Verification
Accuracy
New Dimensions
 Making Sense of the
Task
 Representing and
Solving the Task
 Communicating
Reasoning
 Accuracy
 Reflecting and
Evaluating
Plain Language