Facilitator’s Guide
Math 6-8: The Standards in
Practice:
A Common Core Lesson
Session Description
This two-hour workshop illustrates how teachers can weave the Mathematical Practice Standards with the
Content Standards. Participants will engage in a mathematically rigorous lesson from the Mathematics
Assessment Project: Interpreting Distance-Time Graphs.
Goal of the Session
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To experience an exemplar lesson that integrates both content and practice standards.
To provide an opportunity for teachers to discuss the shifts necessary for implementing the CCSSM.
Materials
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Poster paper, markers, tape, scissors, internet connection, projector and speakers
Handouts
 Standards for Mathematical Practice
 Journey to the Bus Stop, page S1 from
http://map.mathshell.org/materials/download.php?fileid=667
 Interpreting Distance-Time Graph Sorting Cards, pages S2-S5 from
http://map.mathshell.org/materials/download.php?fileid=667
 Content Standards Page 44 and 55
http://www.corestandards.org/the-standards/mathematics/
Pre-session Preparation
1. Review the Power Point and Facilitator’s Guide.
2. Read through the Mathematics Assessment Project Formative Assessment Lesson:
http://map.mathshell.org/materials/download.php?fileid=667
3. Make copies of the handouts as noted above. You may want to provide copies of the CCSSM.
4. Check Internet capability
TIME
5 min
CONTENT/ACTIVITIES
MATERIALS
Introduction and Objectives
Slides 1-2
Chart paper and marker
Set up the norms for the workshop.
Have participants brainstorm possible norms and scribe them
onto a piece of chart paper
5 min
The Standards in Practice
Slide 3
Introduce Mathematics Assessment Project
CLASSROOM CHALLENGES: A Formative Assessment Lesson
Interpreting Distance-Time Graphs
Below is the direct link to the lesson:
http://map.mathshell.org/materials/download.php?fileid=667
Say, “Today we will walk through a model common core
lesson.”
Show how to find the formative assessment lessons from the
site: http://www.map.mathshell.org.uk/materials/index.php
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Go to the tab marked Lessons, then go to the pull
down menu and click on middle school, type in the
word “graph” and press Go.
The lesson is listed under the heading Concept
Development.
The complete lesson is listed at the bottom of the
page under resources.
The facilitator could print out the entire lesson and review it
before doing the session.
5 min
Your Assignment
Slide 4
Ask teachers to wear two hats during the session:
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Teacher hat (for professional discussions about the
lesson or students)
Student hat (for participating in the lesson as a
student might)
Each slide has a graphic to guide this process.
6-8 Standards in Practice
Interpreting Distance-Time Graphs
Lesson
Internet connection
TIME
5 min
CONTENT/ACTIVITIES
Journey to the Bus Stop Problem
Slide 5
Handout:
Student hat
Journey to the Bus Stop (S1)
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10 min
Participants do the problem and determine if the
graph makes sense.
Ask them to think about doing the problem as their
students would do the problem.
Starting Points
Slide 6
Teacher Hat
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10 min
MATERIALS
Lead a discussion of using this as a pre-assessment
What mistakes would students make?
Suggestions from the lesson are on the slide.
Be sure to point out that the MAP Lesson provides
possible student misconceptions
Matching a Story to the Graph
Slide 7
Student hat
This is the whole class introduction to matching graphs and
descriptions.
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Ask participants to find the description that matches
the graph.
Ask them to write two reasons to support their
decision.
After 2-3 minutes ask students who selected A to
explain their thinking by explaining each part of the
graph.
Students could record their thinking on chart paper,
Smart board or white board.
After a student explains choice A, ask for a volunteer
to explain and draw B and then C.
Encourage participants to challenge each other’s
interpretations.
6-8 Standards in Practice
TIME
20 min
CONTENT/ACTIVITIES
Let’s Work Together
Slide 8
Poster, Markers, Scissors, Tape
Student hat
Handouts: (Single sided)
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10 min
MATERIALS
Distribute S-2 through S-4 (Card Sets A and B).
Directions are on the slide.
Remind participants to leave space for another card.
(The tables’ Card set C will be distributed later.)
Tell participants they will need to share their posters.
Presenter should model moving to group-to-group
and making notes about student approaches.
Interpreting Time and Distance
sorting cards S2-S4
Sharing Posters
Slide 9
Student hat

Read and explain the directions on the slide
For the bullet that says write your card placements on a piece
of paper: Students can jot down, “I put Graph A with
description 1,” before leaving their own table to keep track of
their choices.
5 min
Reflect on Part 1
Slide 10
Teacher hat
Lead a “Think-Ink-Pair-Share” Discussion
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5 min
Think - First ask participants to consider the questions.
Ink - Then write their thoughts on paper.
Pair - Then share with a shoulder partner.
Share - Then share with the larger group.
Making up Data for a Graph
Slide 11
Scratch paper
Student hat
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Ask teachers to look at the graph and fill in the table
on their own papers.
Discuss possible answers.
Note: this graphic is provided as a launch to the second day of
the lesson
6-8 Standards in Practice
TIME
15 min
CONTENT/ACTIVITIES
Matching Data
Slide 12
Card set C S-5, scissors, tape
Student hat
Poster from previous matching
activity.
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15 min
Distribute Card Set C (S-5)
Ask teachers to cut out the cards and match the tables
with their previous matches.
Participants should display their matches and reasons
on the poster.
Analyze the Lesson
Slide 13
Practice Standards Handout
Teacher hat
Optional:
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5 min
MATERIALS
Distribute the Standards for Mathematical Practice.
Remind participants that these are things that
mathematically proficient students should be able to
do.
Mathematical Practice Standards 2 and 3 are evident
but participants might see others as well.
Direct participants to page 55 of the CCSSM to read
the functions domain for 8th grade.
According to the lesson this is aligned to 8.F while a
point could be made that it also begins to develop
6.EE.9 (page 44 of CCSSM).
After teachers have time to analyze, open the
discussion to the larger group.
Content Standards page 55 (8th
grade Functions) and page 44 (6th
grade Expressions and Equations)
from
http://www.corestandards.org/thestandards/mathematics/
Resources
Slide 14
Internet connection
Teacher hat
Go through actual lesson describing key parts
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5 min
Pre and Post Assessment (Journey to the Bus Stop)
Misconceptions
Projector Resources
Content and Practice Standards
Wrap-Up
Slide 15
Distribute Feedback form and answer any questions
6-8 Standards in Practice
Feedback/ Evaluations