PPT-Mathematical Practice

2 Reason Abstractly and Quantitatively Module 2 This practice in action allows students to reason in a generalized or abstract manner without knowing the details of a situation This practice is . Theintendedaudienceofthistutorialare researchers who practice mathematical modeling of cognition but are unfamiliar with the estimation method 1nlike least2squares estimation which is primarily a descriptive tool M is a preferred method of parameter It is about “making math make sense”. Day 2. Secondary Mathematics. August 1, 2012. Reflections on Day 1. Reflections from Day 1. Greater understanding of the instructional shifts. Learning helped improve classroom rigor. Practice. Through Rich Tasks. Congruence and . Similarity. Presented by:. Jenny Ray, Mathematics Specialist. Kentucky Dept. of Education/NKCES. www.JennyRay.net. 1. The Common Core State Standards. . Standards for Mathematical Practice . Make sense of problems and persevere in solving them.. Reason abstractly and quantitatively.. Construct viable arguments and critique the reasoning of others.. Model with mathematics.. iMATHination. Conference 2014. Q-Center, Saint Charles, IL. Saturday, January 25, 2014. Mr. Lamont . Holifield. , Presenter. Agenda. Understanding the Urgency. What is Math? and Why Do We All Need It?. Mathematical Practice. Core Mathematics Partnership. Building Mathematical Knowledge and. High-Leverage Instruction for Student Success. Tuesday, July 22, 2014. Where are the . Standards for Mathematical Practice . 1. Standards for Mathematical Practice . Make sense of problems and persevere in solving them.. Reason abstractly and quantitatively.. Construct viable arguments and critique the reasoning of others.. iMATHination. Conference 2014. Q-Center, Saint Charles, IL. Saturday, January 25, 2014. Mr. Lamont . Holifield. , Presenter. Agenda. Understanding the Urgency. What is Math? and Why Do We All Need It?. Math Shifts. Focus . Coherence. Rigor. What are the Shifts?. Focus:. . focus strongly where the standards focus . . Instructional Shift: . What does focus mean for our instruction?. GRADE. FOCUS. (and expectation of FLUENCY and . and Math Standards. Alaska English/Language . Arts. Standards. Karen Melin. Administrator of Instructional Support. Alaska Department of Education & Early Development. 2. 1. Handouts Online. 4.  . 2010 . Alabama Course of Study: Mathematics. College- and Career-Ready Standards. Standards for Mathematical Practice. “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.” . 2010 . Alabama Course of Study: Mathematics. College- and Career-Ready Standards. Standards for Mathematical Practice. “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.” . Brandon Graham Putting The Practices Into Action Session 4 May 29, 2014 Kendra is making ½ of a recipe. The full recipe calls for 3 ¼ cup of flour. How many cups of flour should Kendra use? How does doing tasks like this develop the thinking described in the Standards for Mathematical Practices 1, and 4? 1. Make . sense. of problems and persevere . in solving them.. Mathematically proficient students start by . explaining to themselves the meaning of a . problem and looking for entry points to its .