Common Core Mathematics in a PLC at Work

by Larson, Matthew R.; Fennell, Francis; Adams, Thomasenia Lott; Dixon, Juli K.; Kobett, Beth Mccord

• ISBN13: 9781936764006
• ISBN10: 1936764008
• Format: Paperback
• Copyright: 2012-04-12
• Publisher: Solution Tree
• More Book Details
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Summary

Traditional curriculum and teaching practices are antiquated, do not address the educational needs of students, and are inconsistent from district to district, school to school, and classroom to classroom. This inequity has caused many students to miss out on the opportunity to learn vital knowledge. Common Core Mathematics in a PLC at Work¿, Grades 3¿5 gives teachers the tools to effectively offer mathematics instruction and address the Common Core State Standards (CCSS) for mathematics challenge: All students successfully learning rigorous standards for college or career preparatory mathematics. Much of the material series editor Timothy D. Kanold and authors Matthew R. Larson, Francis (Skip) Fennell, Thomasenia Lott Adams, Juli K. Dixon, Beth McCord Kobett, and Jonathan A. Wray present in this book, and the Common Core Mathematics series, has been part of the national discussion on mathematics reform and improvement since the National Council of Teachers of Mathematics¿ (NCTM) release of the Curriculum and Evaluation Standards in 1989. This book provides a teacher-focused guide to teaching and learning mathematics in grades 3¿5. The five chapters focus on the five fundamental areas (collaboration, instruction, content, assessment, and intervention) required to prepare every teacher for successful implementation of CCSS for mathematics. Chapter 1 discusses the necessity to shift to collaborative teams within a PLC to successfully implement the CCSS for mathematics. Chapter 2 focuses on the CCSS Mathematical Practices, the high-cognitive-demand tasks necessary for procedural fluency and student understanding of the CCSS. Chapter 3 describes the CCSS content¿the standards, content standard clusters, and domains¿and the shift to less (fewer standards) and more (deeper rigor with understanding). Chapter 4 introduces the teaching-assessing-learning cycle and describes formative assessment practices and summative assessment instruments. Chapter 5 illustrates the required response to intervention model¿a process that requires students to participate in differentiated instruction or intervention. Each chapter¿s Extending My Understanding section has resources and tools 3¿5 teachers can use in collaborative teams to understand and reflect on chapter recommendations. Although the target audience is 3¿5 teachers and teacher leaders, who are subject to the Common Core State Standards, every 3¿5 educator can learn valuable information to optimize mathematics teaching and learning.

Table of Contents

About the Series Editor	p. ix
About the Authors	p. xi
Foreword	p. xv
Introduction	p. 1
Using High-Performing Collaborative Teams for Mathematics	p. 5
Effective Mathematics Professional Development	p. 6
Professional Development Paradigm Shift	p. 7
Adequate Time for Collaborative Teams	p. 7
Grade-Level Collaborative Mathematics Teams	p. 10
Change in Instructional Emphasis	p. 13
Response to Intervention	p. 20
The Future of Mathematics in Your School	p. 23
Extending My Understanding	p. 23
Implementing the Common Core Standards for Mathematical Practice	p. 25
The CCSS Mathematical Practices	p. 26
Make Sense of Problems and Persevere in Solving Them	p. 26
Reason Abstractly and Quantitatively	p. 32
Construct Viable Arguments and Critique the Reasoning of Others	p. 37
Model With Mathematics	p. 41
Use Appropriate Tools Strategically	p. 45
Attend to Precision	p. 48
Look For and Make Use of Structure	p. 51
Look For and Express Regularity in Repeated Reasoning	p. 55
Mathematical Practices Implementation	p. 57
Extending My Understanding	p. 60
Implementing the Common Core Mathematics Content in Your Curriculum	p. 63
Collaborative Content Analysis	p. 64
What's the Mathematics?	p. 66
What's the Mathematics?	p. 78
What's the Mathematics?	p. 92
Mathematics Content: A Different Look at Emphasis	p. 105
Content Analysis by Domain	p. 106
Content Considerations	p. 109
Extending My Understanding	p. 110
Implementing the Teaching-Assessing-Learning Cycle	p. 113
A Major Shift in the Function of Grades 3-5 Mathematics Assessment	p. 113
The PLC Teaching-Assessing-Learning Cycle	p. 115
Standards-Based Report Cards	p. 130
The CCSS Consortia Assessments	p. 132
Extending My Understanding	p. 134
Implementing Required Response to Intervention	p. 137
Holding High Expectations for All Students	p. 139
Using Required RTI in Mathematics	p. 141
Monitoring Grades 3-5 Student Assessment Performance to Identify Student Needs	p. 142
Planning Your RTI System of Support	p. 146
Developing Student Disposition and Motivation in Grades 3-5 RTI	p. 154
Serving All Students Well	p. 155
Extending My Understanding	p. 155
Epilogue: Your Mathematics Professional Development Model	p. 157
Standards for Mathematical Practice	p. 159
Connecting the Standards for Mathematical Practice to the Standards for Mathematical Content	p. 162
Standards for Mathematical Content, Grade 3	p. 163
Grade 3 Overview	p. 164
Standards for Mathematical Content, Grade 4	p. 169
Grade 4 Overview	p. 170
Standards for Mathematical Content, Grade 5	p. 175
Grade 5 Overview	p. 176
Changes in Mathematics Standards, 1989-2010	p. 183
References and Resources	p. 187
Index	p. 199
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