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CHAPTER 2

Dixon, Juli K 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 collaborative team occurs during the unit of instruction. This makes sense, as it is during the unit that you place much of your collaborative team effort put forth before the unit into action.

Your team conversations during the unit focus on sharing evidence of student learning, discussing the effectiveness of lessons or activities, and examining the ways in which students may be challenged or need scaffolding to engage mathematically. While discussion about some of the tasks and the end-of-unit assessment planning take place prior to the start of the unit, teachers often plan and revise day-to-day unit lessons during the unit as they gain information regarding students’ needs and successes. What your students do and say while developing understanding of the essential learning standards for the unit provides the data for your teacher team conversations.

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APPENDIX C

Dixon, Juli K Solution Tree Press ePub

APPENDIX C

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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APPENDIX B

Dixon, Juli K Solution Tree Press ePub

APPENDIX B

Cognitive-Demand-Level Task-Analysis Guide

Source: Smith & Stein, 1998. Copyright 1998, National Council of Teachers of Mathematics. Used with permission.

Table B.1: Cognitive-Demand Levels of Mathematical Tasks

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Introduction

Dixon, Juli K Solution Tree Press ePub

Introduction

You have high impact on the front lines as you snag children in the river of life.

—Tracy Kidder

Your work as an elementary school mathematics teacher is one of the most important, and at the same time, one of the most difficult jobs to do well in education. Since the release of our 2012 Solution Tree Press series Common Core Mathematics in a PLC at Work™, our authors, reviewers, school leaders, and consultants from the Mathematics at Work™ team have had the opportunity to work with thousands of grades K–5 teachers and teacher teams from across the United States who are just like you: educators trying to urgently and consistently seek deeper and more meaningful solutions to a sustained effort for meeting the challenge of improved student learning. From California to Virginia, Utah to Florida, Oregon to New York, Wisconsin to Texas, and beyond, we have discovered a thirst for implementation of K–12 mathematics programs that will sustain student success over time. A focus on the elementary grades is a significant component of the K–12 effort toward improved student learning.

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APPENDIX A

Dixon, Juli K Solution Tree Press ePub

APPENDIX A

Standards for Mathematical Practice

Source: NGA & CCSSO, 2010, pp. 6–8. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. Used with permission.

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 Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy).

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