level 2 training session 3b: rigor instructional shifts: focusing on rigor
TRANSCRIPT
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Level 2 Training
Session 3B: Rigor
Instructional Shifts: Focusing on Rigor
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Rigor: Combination of
Conceptual Understanding,
Fluency, and Application• Rigor does not mean “hard problems.”
• Rigor represents a balance of three
fundamental components that result in
deep mathematical understanding.
• In our instruction, there must be variety in
what students are asked to produce.
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What
Does
Rig
or
Really
Mean?
Rigor is about the depth
of what is expected in
the standards, and also
about what one should
expect to see happening
in the classroom, what
one would hear in student conversations,
and what curricular materials one might
presented to students.
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Sam
ple
s:
Com
ponents
of
Rig
or
• Conceptual Understanding:
• 3.NF.1 Understand a fraction 1/b
as the quantity formed by 1 part
when a whole is partitioned into b
equal parts; understand a fraction
a/b as the quantity formed by a
parts of size 1/b.• Procedural Skill and Fluency:
• 5.NBT.5 Fluently multiply multi-
digit whole numbers using the
standard algorithm.• Application:• 7.NS.3 Solve real-world and
mathematical problems involving
the four operations with rational
numbers.
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Prepla
nnin
g f
or
Vie
win
g
Inst
ruct
ional M
ate
rials
As you review instructional materials,
ask yourself:What does it look and sound
like when students are working
on the following: • Procedural skill and
fluency? • Conceptual understanding?• Application?
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Reso
urce
s For
Instru
ctional
Pla
nnin
gResources
• Illustrative Mathematics (K-8)
• Inside Mathematics (K-12)
• Math Solutions (K-8)
• Mathematics Assessment Project (6-
12)
• National Council for Teachers of Mat
hematics
(K-12)
• Achieve the Core – Annotative Tasks
(K-12)
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Reflect
ion
Journ
al
Small Group Sharing:• Share one or two tasks you found
in these resources that you will
use with your students in the
upcoming week(s)?• Share which components of Rigor
are included in each instructional
task selected: • Procedural skill and fluency?
• Conceptual understanding?
• Application?• What as a team can you do to
ensure that the rigor of lessons
presented match the rigor of the
standards?