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Implementing CCSS Math Practices


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Implementing the Standards for Mathematical Practices through Elementary Math Work Stations
Presenters will share information and examples regarding how to implement Math Stations in elementary classrooms that help students engage in work that is aligned with the CCSS Standards for Mathematical Practices.

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Implementing CCSS Math Practices

  1. 1. Lacie Noe & Janet Drews-Ordiway, River School, Sodus Township #5
  2. 2.  Lacie has served as: ◦ a math and reading specialist ◦ a second grade teacher for six years ◦ currently teaches 4th and 5th grades combined at River School in Sodus ◦ Janet has served as a middle school math teacher, elementary classroom teacher, building administrator, district administrator, WMU adjunct professor, children’s museum education outreach, and K-8 math intervention specialist
  3. 3. • Single building district • K-8 public school, established in 1862 • Current enrollment: 77 students • Multi-age classrooms: • K/1, 2/3, 4/5, 6/7/8 • Located in SWMI • near BH & Eau Claire • Faculty of 8 certified teachers ◦ & a business manager
  4. 4. -Credit to Ann Bingham, Berrien RESA Math Consultant (Want to learn more? Sign up to attend this amazing PD series at Berrien RESA!)
  5. 5.  Articulate them to your students so that they are cognizant of this work as well ◦ Not:  New  Checklist  Specifically, explicitly implemented as  Obvious  A secret that only teachers should know  Model them in your own work  Allow students the opportunity to explore using “you do, we do, I do, you do”
  6. 6.  You are probably already modeling these without realizing it  They are all interconnected ◦ often pairs  Both conceptual and theoretical understanding of math in practice ◦ Skills to be practiced and developed ◦ How we make sense of math ◦ Deeper than just giving the correct answer
  7. 7.  There are multiple resources, such as posters that will encourage and help the students to use the practices without always reminding them.
  8. 8.  Make sure that the wording is appropriate for your students.
  9. 9.  Students working in pairs use the dice to create a multi-step word problem. They swap the problem with another student pair who must solve it. They give each other support if they get stuck. After they have checked each other’s work they give feedback to each other regarding both the work and the problem.
  10. 10.  Make sense of numbers and relationships  Assign meaning to models & convert mathematical situations from model to numbers and vice versa  Ask students to draw a picture or use objects to represent the word problem  Ask students to write a numerical sentence from a picture or tangible model
  11. 11.  The student who solved the problem must explain what he or she drew and how he or she solved the problem.
  12. 12.  Another student must then try to solve the problem using the explanation solved by the first student and provide feedback to that student.
  13. 13.  Ask students to create problems ◦ Require them to think about mathematical situations that occur in everyday life. ◦ Use concrete and abstract models.
  14. 14.  Do tools only mean tangible things?  Provide access to manipulatives – real and virtual – and technology.  Students should consider how to effectively use the tools, pros/cons/creative uses and the limitations of each  Encourage discussion by asking the students to talk about which tool/item each selected, why, how they used it, how it helped them develop a better understanding of the math or gather accurate data/observations to solve the problem, and why this was the best tool(s) to use to solve the problem.
  15. 15.  Build in opportunities for students to check for accuracy and to be accurate  Use symbols and variables appropriately
  16. 16.  Model speaking as a mathematician using appropriate vocabulary  Provide a word bank for students and require students to use at least two of the vocabulary words correctly when discussing the problem and how he or she solved the problem  How can these terms be applied to other situations/subjects/contexts?
  17. 17.  Look for patterns and structures  Zoom out & zoom in!  See the forest AND the trees! (parts/whole)  Change your perspective!
  18. 18.  The students discussing how each solved the problem will help reinforce the strategy he or she completed as well as review or introduce it to another student.  One student may have used his or her fingers only to realize from another student’s explanation that a fact family could have been used.
  19. 19.  Look for: ◦ Patterns ◦ Shortcuts ◦ Generalizations ◦ Repeated calculations ◦ Repeated logic ◦ Reasonable conclusions & answers
  20. 20.  Ask students to create a table to record measurements and use it to make predictions of readings greater than the limitations of measurement tool  Ask students to evaluate results to group numbers, create meaning, discover relationships  1,20,39, 72  7,11,15, 20  9,6,3,8,4,2
  21. 21.  Keep learning, exploring, considering!  Focus on adding one practice a week or developing more practices into one of your stations every week.  Think of a manipulative you already have and how you can use it!
  22. 22.   Lacie Noe,  Janet Drews-Ordiway,  269-925-6757