# Results for: “Briars, Diane J.”

1 eBook

## 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 |
|||||||

## 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 |
|||||||

## 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 |
|||||||

## Chapter 2: Implementing the Common Core Standards for Mathematical Practice |
Briars, Diane J. | Solution Tree Press | ePub | ||||

—NGA & CCSSO The CCSS for mathematics include standards for student proficiency in mathematical practice as well as content standards for developing student understanding. According to the CCSS, “The Standards for |
|||||||

## Appendix A: Standards for Mathematical Practice |
Briars, Diane J. | Solution Tree Press | ePub | ||||

The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation, and connections. The second are the strands of mathematical proficiency specified in the National Research Council’s report |