Common core sense: tapping the power of the mathematical practices PDF
Preview Common core sense: tapping the power of the mathematical practices
COMMON CORE SENSE 2 Thank you for purchasing this Stenhouse e-book; we appreciate the opportunity to help you become an even more effective teacher. This e-book is for your own individual use: you may print one copy for your own personal use and you can access your e-book on multiple personal devices, including computers, e-readers, and smartphones. However, you cannot make print or digital copies to share with others, nor may you post this e-book on any server, website, or other digital or online system. If you would like permission to distribute or post sections of this e-book, please contact Stenhouse at [email protected]. If you would like to see a full list of the e-books Stenhouse offers, please visit us at www.stenhouse/allebooks 3 COMMON CORE SENSE Tapping the Power of the Mathematical Practices Christine Moynihan 4 Stenhouse Publishers www.stenhouse.com Copyright © 2015 by Christine Moynihan All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, or any information storage and retrieval system, without permission from the publisher. Every effort has been made to contact copyright holders and students for permission to reproduce borrowed material. We regret any oversights that may have occurred and will be pleased to rectify them in subsequent reprints of the work. Library of Congress Cataloging-in-Publication Data Moynihan, Christine, 1951- Common core sense : tapping the power of the mathematical practices / Christine Moynihan. © Stenhouse Publishers. No reproduction without written permission from the publisher. pages cm Includes bibliographical references and index. ISBN 978-1-62531-004-0 (pbk. : alk. paper) – ISBN 978-1-62531-052-1 (ebook) 1. Mathematics–Study and teaching–Standards. I. Title. QA11.2.M686 2015 5 510.71’2073–dc23 2014041910 Cover design, interior design, and typesetting by Alessandra S. Turati Manufactured in the United States of America 21 20 19 18 17 16 15 9 8 7 6 5 4 3 2 1 6 To teachers everywhere who use their incredible power to bring the beauty and elegance of mathematics to those children lucky enough to be within their spheres of influence 7 CONTENTS ACKNOWLEDGMENTS INTRODUCTION CHAPTER 1 Mathematical Practice 1: Make Sense of Problems and Persevere in Solving Them CHAPTER 2 Mathematical Practice 2: Reason Abstractly and Quantitatively CHAPTER 3 Mathematical Practice 3: Construct Viable Arguments and Critique the Reasoning of Others CHAPTER 4 Mathematical Practice 4: Model with Mathematics CHAPTER 5 Mathematical Practice 5: Use Appropriate Tools Strategically CHAPTER 6 Mathematical Practice 6: Attend to Precision CHAPTER 7 Mathematical Practice 7: Look For and Make Use of Structure CHAPTER 8 Mathematical Practice 8: Look For and Express Regularity in Repeated Reasoning CHAPTER 9 Moving Forward 8 REFERENCES INDEX 9 ACKNOWLEDGMENTS I may be identified as the author of this book, but in fact, there are many who were involved in its writing. My experiences, my thoughts, my words have been shaped by the many teachers, administrators, and, most important of all, by the children who have touched me and made imprints on my life in immeasurable ways. Special thanks go to the students, teachers, and administrators of an amazing school: the Abby Kelley Foster Charter Public School in Worcester, Massachusetts. This K–12 school of more than 1,400 students is a place where all decisions revolve around what is best for the children it serves. That message is sent clearly by Executive Director Kathleen Greenwood and is echoed by all who are part of this extraordinary place. In addition to Kathleen, my thanks go to Elementary Principal Amy Emma, who allowed me into her classrooms and supported my work in every way. I was privileged to work specifically with six teachers: Kristen Lanier (kindergarten), Brenda Stoddard (grade 1), Nancy Freud (grade 2), Kelly Connors (grade 3), Brooke Hanson (grade 4), and Shannon Murphy (grade 5). I cannot thank them enough for graciously welcoming me into their classrooms countless times, for letting me watch them in action, for granting me access to their students, and for permitting me to pick their brains while giving invaluable feedback as this book unfolded. None of this would have been possible, however, if not for the efforts of Curriculum Coordinator (K–5) Emily Jermine. She is masterful at her job 10
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