KY Core Academic Standards - 2013

Teaching young children to reason abstractly and quantitatively can be a difficult task. Using concrete, semi-concrete, and abstract representations, coupled with knowledge about learning trajectories and pedagogy, a mathematics intervention teacher in Kentucky supports a student in developing their proficiency in this standard for mathematical practice. By: Seth Hunter, KDE Mathematics Specialist

Teaching students to be problem-solvers cannot center around content knowledge alone, but must include strategies used by mathematical thinkers of all ages to make sense of and reason through novel problem solving situations. Learn how a Kentucky classroom teacher utilizes multiple representations and generic problem-solving strategies to help her students learn how to deal with a variety of mathematical tasks. By: Seth Hunter, KDE Mathematics Specialist

A pair of high school collaborating teachers discuss how concrete, semi-concrete, and abstract representations help their students reason abstractly and quantitatively. Additionally, these teachers discuss the importance of talking to students about contextualization (applying mathematics to the real world) and decontextualizing (representing real world phenomena mathematically). By: Seth Hunter, KDE Mathematics Specialist

Learn how a mathematics resource teacher and special education classroom teacher plan, teach, and reflect on lesson focused on concrete, semi-concrete, and abstract (CSA) representations. Teaching students about CSA isa strategy teachers can use when developing students proficiency to reason abstractly and quantitatively. By: Seth Hunter, KDE Mathematics Specialist

Monitoring progress and checking solutions and mathematical arguments can be difficult proficiencies to develop in young students. A classroom teacher and his students describe how they apply these strategies.

Problem solving can take on many forms, in this instance we focus on the use of multiple representations as a means for students to develop a solution that makes sense to them. Students are also expected to make connections among the representations, developing a firmer understanding of the underlying concepts.

Learn how a classroom teacher utilizes questioning, cooperative learning, and multiple representations to develop her students' abilities to problem solve, as defined in the CCSSM.

Two math teachers share connections they have made between their existing professional practices and the implementation of SMP 7 and 8 in intermediate classrooms.

Two math interventionists, one from Carter and the other from Elliott county, share with us connections they have made between their existing professional practices and the implementation of SMP 7 and 8 in primary classrooms. Ten frames and the base ten number system are used as examples and various resources are shared that may help us enhance our understanding of how to develop these proficiencies within students. By: Seth Hunter, Kentucky Department of Education Mathematics Specialist

An Anchorage Independent classroom teacher and her students addressed two standards for mathematical practice while learning about equivalence among quadratic expressions. See what kinds of problems and learning experiences help students develop their proficiencies in Looking for and making use of structure and in Looking for and expressing regularity in repeated reasoning. by: Seth Hunter

Four 6th graders work on developing their proficiencies with Standards for Mathematical Practice 7 (Look for and make use of structure) and 8 (Look for and express regularity in repeated reasoning). Their teacher explains how she creates learning experiences for her students to work with these two standards throughout the year. Learn how making students aware of their decisions and helping them to learn from their mistakes presents teachers with opportunities to develop these Standards for Mathematical Practice. by: Seth Hunter, Kentucky Department of Education Mathematics Specialist