# Results for: “Briars, Diane J.”

1 eBook

## Chapter 5: Implementing Required Response to Intervention |
Briars, Diane J. | Solution Tree Press | ePub | ||||

—Roland Barth As the curriculum is written, the learning targets are set, and your assessments are in place, your instructional processes need to meet the needs of |
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## Epilogue: Your Mathematics Professional Development Model |
Briars, Diane J. | Solution Tree Press | ePub | ||||

Implementing the Common Core State Standards for mathematics presents you with both new challenges and new opportunities. The unprecedented adoption of a common set of mathematics standards by nearly every state provides the opportunity for U.S. educators to press the reset button on mathematics education (Larson, 2011). Collectively, you and your colleagues have the opportunity to rededicate yourselves to ensuring all students are provided with exemplary teaching and learning experiences, and you have access to the supports necessary to guarantee all students the opportunity to develop mathematical proficiency. The CCSS college and career aspirations and vision for teaching, learning, and assessing students usher in an opportunity for unprecedented implementation of research-informed practices in your school or district’s mathematics program. In order to meet the expectations of the five fundamental paradigm shifts described in this book, you will want to assess your current practice and reality as a school against the roadmap to implementation described in figure E.1 (page 180). See All Chapters |
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## Appendix B: Standards for Mathematical Content, Grade 6 |
Briars, Diane J. | Solution Tree Press | ePub | ||||

In Grade 6, instructional time should focus on four critical areas: (1) connecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to solve problems; (2) completing understanding of division of fractions and extending the notion of number to the system of rational numbers, which includes negative numbers; (3) writing, interpreting, and using expressions and equations; and (4) developing understanding of statistical thinking. (1) Students use reasoning about multiplication and division to solve ratio and rate problems about quantities. By viewing equivalent ratios and rates as deriving from, and extending, pairs of rows (or columns) in the multiplication table, and by analyzing simple drawings that indicate the relative size of quantities, students connect their understanding of multiplication and division with ratios and rates. Thus students expand the scope of problems for which they can use multiplication and division to solve problems, and they connect ratios and fractions. Students solve a wide variety of problems involving ratios and rates. See All Chapters |
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## Chapter 4: Implementing the Teaching-Assessing-Learning Cycle |
Briars, Diane J. | Solution Tree Press | ePub | ||||

—Dylan Wiliam The focus of this chapter is to illustrate the appropriate use of ongoing student assessment as part of an interactive, cyclical, and systemic collaborative team When led well, ongoing unit-by-unit mathematics assessments—whether in-class, during the lesson checks or end-of-unit assessment instruments like tests, quizzes, or projects—serve as a feedback bridge within the teaching-assessing-learning cycle. The cycle requires your team to identify core learning targets or standards for the unit, create cognitively demanding common mathematics tasks that reflect the learning targets, create in-class formative assessments of those targets, and design common assessment instruments to be used during and at the end of a unit of instruction. See All Chapters |
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## Chapter 3: Implementing the Common Core Mathematics Content in Your Curriculum |
Briars, Diane J. | Solution Tree Press | ePub | ||||

—Daro, McCallum, & Zimba Chapter 2 addressed one of the two types of Common Core standards—the Standards for Mathematical Practice—and illustrated instructional practices that promote students’ proficiency in these practices. This chapter analyzes the second type of standard—the Standards for Mathematical Content. As you read this chapter, keep in mind that the Standards for Mathematical Practice and the Standards for Mathematical Content |