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Appendix E: How the Mathematics at Work High-Leverage Team Actions Support the NCTM Principles to Actions: Ensuring Mathematical Success for All

Kanold, Timothy D. Solution Tree Press ePub

APPENDIX E

How the Mathematics at Work High-Leverage Team Actions Support the NCTM Principles to Actions: Ensuring Mathematical Success for All

The Beyond the Common Core: A Handbook for Mathematics in a PLC at Work series and the Mathematics at Work process include ten high-leverage team actions teachers should pursue collaboratively every day, in every unit, and every year. The goals of these actions are to eliminate inequities, inconsistencies, and lack of coherence so the focus is on teachers’ expectations, instructional practices, assessment practices, and responses to student-demonstrated learning. Therefore, the Mathematics at Work process provides support for NCTM’s Guiding Practices for School Mathematics as outlined in the 2014 publication Principles to Actions: Ensuring Mathematical Success for All (p. 5). Those principles are:

•   Curriculum principle—An excellent mathematics program includes a curriculum that develops important mathematics along coherent learning progressions and develops connections among areas of mathematical study and between mathematics and the real world.

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Appendix B: Standards for Mathematical Practice Evidence Tool

Kanold, Timothy D. Solution Tree Press ePub

APPENDIX B

Standards for Mathematical Practice Evidence Tool

Source: © 2013 by Mona Toncheff & Timothy D. Kanold. All rights reserved.
Source for Mathematical Practices: NGA & CCSSO, 2010, pp. 6–8.

Mathematical Practice 1: “Make Sense of Problems and Persevere in Solving Them”

Students:

•   Check intermediate answers, and change strategy if necessary

•   Think about approaches to solving the problem before beginning

•   Draw pictures or diagrams to represent given information

•   Have the patience to complete multiple examples in trying to identity a solution

•   Start by working a simpler problem

•   Make a plan for solving the problem

In the classroom:

•   Student teams or groups look at a variety of solution approaches and discuss their merits.

•   Student teams or groups compare two different approaches to look for connections.

•   Students discuss with their peers whether a particular answer is possible in a given situation and explain their thinking.

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Chapter 2 During the Unit

Kanold, Timothy D. Solution Tree Press ePub

CHAPTER 2

During the Unit

The choice of classroom instruction and learning activities to maximize the outcome of surface knowledge and deeper processes is a hallmark of quality teaching.

—Mary Kennedy

Learning is experience. Everything else is just information.

—Albert Einstein

Much of the daily work of your teacher teams occurs during the unit of instruction. This makes sense, as it is during the unit that teachers place into action much of the team effort put forth in their before-the-unit work.

Your role is to support teachers’ efforts in data gathering, sharing, feedback, and action regarding student learning that forms the basis of an in-class formative assessment process throughout the unit. The teacher sharing of in-class formative assessment processes provides the platform that allows your collaborative teams to make needed adjustments to instruction, tasks, and activities that will better support student learning during the unit.

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Chapter 1 Before the Unit

Kanold, Timothy D. Solution Tree Press ePub

CHAPTER 1

Before the Unit

Teacher: Know thy impact.

—John Hattie

As a school leader, you are and always will be a teacher—of adults. Thus, the Hattie quote that opens this chapter is for you too. What will be your impact on the adults in your school or district, every month, every day, and on every unit of instruction? The ultimate outcome of before-the-unit planning is for your teachers to develop a clear understanding of the shared expectations for student learning during the unit. Do you expect a teacher learning culture that understands mathematics as an effort-based and not an ability-based discipline? Do you have high expectations that every teacher can ensure all students learn?

Your collaborative teams, in conjunction with district mathematics curriculum team leaders, prepare a roadmap that describes the knowledge students will know and be able to demonstrate at the conclusion of the unit. To create this roadmap, each collaborative team prepares and organizes work around five before-the-unit high-leverage team actions that you will need to monitor.

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Appendix D: Sources for Higher-Level-Cognitive-Demand Tasks

Kanold, Timothy D. Solution Tree Press ePub

APPENDIX D

Sources for Higher-Level-Cognitive-Demand Tasks

Common Core Conversation

www.commoncoreconversation.com/math-resources.html

Common Core Conversation is a collection of more than fifty free website resources for the Common Core State Standards in mathematics and ELA.

EngageNY Mathematics

www.engageny.org/mathematics

The site features curriculum modules from the state of New York that include sample assessment tasks, deep resources, and exemplars for grades preK–12.

Howard County Public School System Secondary Mathematics Common Core

https://secondarymathcommoncore.wikispaces.hcpss.org

This site is a sample wiki for a district K–12 mathematics curriculum.

Illustrative Mathematics

www.illustrativemathematics.org

The main goal of this project is to provide guidance to states, assessment consortia, testing companies, and curriculum developers by illustrating the range and types of mathematical work that students will experience upon implementation of the Common Core State Standards for mathematics.

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