Common Core Mathematics in a Plc at Work: Grades 6-8
by Briars, Diane J.; Asturias, Harold; Foster, David; Gale, Mardi A.; Buffum, AustinFormat: Paperback
Pub. Date: 2012-08-01
Publisher(s): Solution Tree
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Summary
The Common Core State Standards for mathematics improve on current state standards and provide a consistent framework for teaching and learning practices. They define the knowledge and skills necessary to develop mathematical proficiency and succeed at all levels of education. Common Core Mathematics in a PLC at Work, Grades 6-8 guides middle school teachers in breaking away from past practices and collaboratively embracing five essential paradigms (collaboration, instruction, content, assessment, and intervention) to successfully implement the CCSS for mathematics.
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. 7 |
| Professional Development Paradigm Shift | p. 8 |
| Teacher Collaboration in a Professional Learning Community | p. 10 |
| Teacher Collaboration Versus Cooperation or Coordination | p. 11 |
| Collaborative Practices | p. 14 |
| The High-Leverage Work of Mathematics Collaborative Teams in a PLC | p. 20 |
| Looking Ahead | p. 24 |
| Chapter 1 Extending My Understanding | p. 25 |
| Implementing the Common Core Standards for Mathematical Practice | p. 29 |
| The Common Core Standards for Mathematical Practice | p. 31 |
| Overarching Habits of Mind | p. 32 |
| Reasoning and Explaining | p. 40 |
| Modeling and Using Tools | p. 46 |
| Seeing Structure and Generalizing | p. 54 |
| Lesson-Design Elements That Reflect the Common Core Mathematical Practices | p. 58 |
| The Mathematical Practices Lesson-Design Tool | p. 68 |
| Looking Ahead | p. 70 |
| Chapter 2 Extending My Understanding | p. 71 |
| Implementing the Common Core Mathematics Content in Your Curriculum | p. 75 |
| Common Core Overview | p. 75 |
| Content Domain Analysis | p. 79 |
| The Number System Domain for Grades 6, 7, and 8 - (6.NS, 7.NS, 8.NS) | p. 86 |
| Ratios and Proportional Relationships (6.RP and 7.RP) and Functions (8.F) Domains | p. 92 |
| Functions Domain in Grade 8 (8.F) | p. 96 |
| Expressions and Equations Domain (6.EE, ZEE, 8.EE) | p. 99 |
| Geometry Domain (6.G, 7.G, 8.G) | p. 103 |
| Statistics and Probability (6.SP, 7.SP, 8.SP) | p. 107 |
| Collaborative Actions to Implement the CCSS Content Standards | p. 115 |
| Advanced Learners and Acceleration | p. 122 |
| Looking Ahead | p. 124 |
| Chapter 3 Extending My Understanding | p. 124 |
| Implementing the Teaching-Assessing-Learning Cycle | p. 127 |
| A Paradigm Shift in Middle School Mathematics Assessment Practices | p. 127 |
| The PLC Teaching-Assessing-Learning Cycle | p. 130 |
| Using Re-Engagement Lessons in the Teaching-Assessing-Learning Cycle | p. 145 |
| Your Focus on Large-Scale Assessment Data | p. 151 |
| Looking Ahead | p. 152 |
| Chapter 4 Extending My Understanding | p. 152 |
| Implementing Required Response to Intervention | p. 155 |
| Vision of Equity | p. 155 |
| Sources That Inform Equity in Mathematics | p. 157 |
| Student Learning Needs for Success | p. 159 |
| A Major Paradigm Shift in Middle School Mathematics Intervention Practices | p. 163 |
| Tier 1: What Is Your Differentiated Response to Learning? | p. 171 |
| Tier 2: What Is Your Targeted Response to Learning? | p. 173 |
| Tier 3: What Is Your Intensive Response to Learning? | p. 174 |
| English Learners | p. 175 |
| Looking Ahead | p. 176 |
| Chapter 5 Extending My Understanding | p. 177 |
| Epilogue: Your Mathematics Professional Development Model | p. 179 |
| Standards for Mathematical Practice | p. 181 |
| Connecting the Standards for Mathematical Practice to the Standards for Mathematical Content | p. 184 |
| Standards for Mathematical Content, Grade 6 | p. 185 |
| Grade 6 Overview | p. 186 |
| Standards for Mathematical Content, Grade 7 | p. 193 |
| Grade 7 Overview | p. 194 |
| Standards for Mathematical Content, Grade 8 | p. 201 |
| Grade 8 Overview | p. 202 |
| References and Resources | p. 207 |
| Index | p. 219 |
| Table of Contents provided by Ingram. All Rights Reserved. |
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