Teri Calabrese-Gray
Jennifer French
December 14, 2012







9-12 CCLS Mathematics
6-8 Overview
A Story of Ratios – Curriculum Map
CCSS Mathematics Flowchart
Schematics of November 2012
Application of Mathematics
Resources




Common Core, Inc. – Math contract Pk-12
No definitive curricular materials available as
of yet
PARCC Framework updated 08/12 http://www.parcconline.org/parcc-modelcontent-frameworks
Hoping for more concrete materials in
February




6-8 Curriculum Map – A Story of Ratios
Continuation from Pk-5
Module Overview Aligned to CCSS
No Modules at this time

Dr. Andrew Chen, MIT
 Reviewed again the data (similar to work with
network teams last year) about our educational
math system and the need for systemic change
 Mathematics, the 3-legged stool
 Rigor, rigor, rigor. Time to increase expectations
 Thinking about how we teach
An Introduction from Jason Zimba
 Read from Page 2: Further Notes to
Page 3: Up to and including paragraph on
Relationship to Concept Maps

A Math Teacher at Grade N is actually
Teaching Grades K to N
 A Math Teacher at Grade N is actually
Teaching Grades K to N+2

K-12 Mathematics
Conceptual
Understanding
Problem
Solving
Computation
Fluency
 Teachers need to
 Experience rigor
 Dissect rigorous problems
▪ Identify Content Standards and
Mathematical Practices
Carson needs to purchase 5.6 meters of
tape for a project. If each roll of tape
contains 80 cm and costs $5, what is the
total cost of the tape that Carson must
buy?
Show all work.
Answer: $_______________
What standard(s) were involved?
Was it more about: Conceptual understanding?
Computational Fluency? Problem Solving?
 Which Mathematical Practice(s) were evident in the
process?
 What does it feel like as a student in this simulated
classroom? What worked?
 What would you like our teachers to be able to learn
from this classroom? What teaching moves worked?
 What’s special about this problem? Can you build a
similar one?
 How do you plan on doing to improve math
performance through inducing changes in beliefs and
learning/teaching culture locally?










Make sense of problems & persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the
reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated
reasoning.

Bar - Tape Diagrams
 Bar/Tape Model progression
 Thinking Blocks






EngageNY – Grade 6-8 and PD Resources
The Mathematics Assessment Project
Illustrative Mathematics
National Library of Virtual Manipulatives
Progressions
“Problems Without Figures” - 1909 Book
3.
Given ab > 0, a and b are real numbers, which
graph(s) can be described by x + ay = b? Why?