Implementing Common Core Standards in Math

Wednesday, February 8th- 4pm EST

Mathematical Habits of Mind in the Practices: Problem Solving & Attending to Precision

Presented bySara Delano Moore, Ph.D.,

Director of Mathematics and Science at ETA/Cuisenaire

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Make sense of problems & persevere in solving them.

Reason abstractly and quantitatively. Construct viable arguments & critique the

reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for & make use of structure. Look for & express regularity in repeated

reasoning.

Context relevant to students Incorporates rich mathematics Entry points/solution pathways not

readily apparent

Tommy & Tessa want to fence in a play area for their dog, Moose. Moose is a big dog, and they want to give him as much room as they can. They have 64 feet of fence. They can use up to 36 feet of the side of their barn as one side of the play area. The area must be rectangular and each side must be a whole number of feet. Determine the best size for Moose’s play area.

Mathematically proficient students… Explain the meaning of the problem to

themselves Look for entry points to the solution Analyze givens, constraints,

relationships, goals

Tommy & Tessa want to fence in a play area for their dog, Moose. Moose is a big dog, and they want to give him as much room as they can. They have 64 feet of fence. They can use up to 36 feet of the side of their barn as one side of the play area. The area must be rectangular and each side must be a whole number of feet. Determine the best size for Moose’s play area. › Explain the meaning of the problem› Entry points› Givens, constraints, relationships, goals

Mathematically proficient students…. Plan a solution pathway Consider analogous cases and

alternate forms Monitor progress and change course if

necessary

Tommy & Tessa want to fence in a play area for their dog, Moose. Moose is a big dog, and they want to give him as much room as they can. They have 64 feet of fence. They can use up to 36 feet of the side of their barn as one side of the play area. The area must be rectangular and each side must be a whole number of feet. Determine the best size for Moose’s play area. › Possible solution pathways/strategies› Consider analogous cases & alternate forms

Mathematically proficient students… Explain correspondence and search for

trends Check their answers using alternate

methods Continually ask themselves, “Does this

make sense?” Understand the approaches of others

Select rich mathematical tasks› Connected to rigorous mathematics content

Ask good questions› Is that true every time? Explain how you know. › Have you found all the possibilities? How can

you be sure?› Does anyone have the same answer but a

different way to explain it?› Can you explain what you’ve done so far? What

else is there to do? Finding a solution is only part of the

process

Vocabulary› Similar, adjacent

Mathematical Symbols› =

Computation and Measurement› Accurate computation › Estimating when appropriate› Appropriate units of measure

Communication› Formulate explanations carefully› Make explicit use of definitions

Tommy & Tessa want to fence in a play area for their dog, Moose. Moose is a big dog, and they want to give him as much room as they can. They have 64 feet of fence. They can use up to 36 feet of the side of their barn as one side of the play area. The area must be rectangular and each side must be a whole number of feet. Determine the best size for Moose’s play area. › Vocabulary› Mathematical Symbols› Computation & Measurement› Communication

Should every lesson address every practice?

What practices does this lesson highlight?

In what ways does this lesson highlight one or more practices?

Questions and Comments?

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Join us for the next webinar

Wednesday, March 7, 2012 - 4pm

Reasoning & Explaining in the PracticesPresented by: Sara Delano Moore, Ph. D., Director

of Mathematics and Science at ETA/Cuisenaire

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