CCSS Geometry

Last week, I had the pleasure of working with 4 of our newly appointed "CCSS Geometry experts".  Kristine Cunninghan, Sandy Baker, Molly Mosketti, and Dolores Ramirez attended the ADE 2012 Making Connections within the Geometry Standards (High School) conference that was hosted by PUHSD.  The goals of the workshop were to build content knowledge and provide strategies for effectively teaching geometry in context of the 2010 Mathematics Standards.

The session addressed the high school geometry standards, considering the role of proof, using coordinates to prove simple theorems algebraically and the role of construction. We also reviewed and discussed the key geometry concepts students need to further their study of mathematics with a special focus on the Mathematical Practices.

The first part of the day we analyzed the 6-8th grade Geometry standards and were surprised to find several of our current standards are in the lower grades.  Then we explored some new instructional strategies (that they will share with you in the coming year).   One of the strategies explored was Proof Blocks and Kristine took it back to her class and below is a picture of one of the models. 

If you would like more information about Proof blocks, you can find the templates, videos, and lessons on their wesite.  http://www.proofblocks.com/

Watch for upcoming blogs on the Geometry curriculum.

Mathematical Practice #3

What is the importance of Mathematical Practice #3?  The Math Instructional Leaders  are answering this question in this month book study on the "5 Practices for Orchestrating Productive Mathematics Discussions".  Read through their reflections posted on their campus blogs regarding the importance of student math discussions. 

Students should be able to develop and defend their reasoning/understanding of a new concept and be able to critique the reasoning of others.  When you are lesson planning this month, how does your team plan on developing Mathematical Practice #3?

When your team is planning an upcoming lesson, review the "Student look-fors" for Mathematical Practice #3.  Build strategies or structures into your lesson that provide students opportunities to communicate their mathematical reasoning.  Structure classroom discourse where students can defend their thinking and learn from their mistakes.

Here is a great blog from Education Weekly on how students learn from their mistake.

What are your team plans for building this student Mathematical Practice?