Engage in the Mathematical Practices: Strategies to Build Numeracy and Literacy with K-5 Learners

Increase student learning of K-5 mathematics with engaging lesson plans and high-level tasks. In this user-friendly guide, mathematics teachers will discover more than 40 strategies for ensuring students learn critical reasoning skills and retain understanding. Each chapter is devoted to a different Standard for Mathematical Practice and offers an in-depth look at why the standard is important for students' understanding of mathematics.

Benefits:

• Gain examples of high-level tasks and lesson design templates that promote the Standards for Mathematical Practice
• Discover targeted strategies you can use to help students meet the standards.
• Explore research that supports the importance of the standards and strategies.
• Consider real-life experiences that illustrate the tools and strategies at work outside the classroom.
• Access reproducible task guides, task sources, and planning tools to help students contextualize mathematics as more than a memorization process.

Contents:
Introduction
Chapter 1. Standard for Mathematical Practice 1: Make Sense of Problems and Persevere in Solving Them
Chapter 2. Standard for Mathematical Practice 2: Reason Abstractly and Quantitatively
Chapter 3. Standard for Mathematical Practice 3: Construct Viable Arguments and Critique the Reasoning of Others
Chapter 4. Standard for Mathematical Practice 4: Model With Mathematics
Chapter 5. Standard for Mathematical Practice 5: Use Appropriate Tools Strategically
Chapter 6. Standard for Mathematical Practice 6: Attend to Precision
Chapter 7. Standard for Mathematical Practice 7: Look for and Make Use of Structure
Chapter 8. Standard for Mathematical Practice 8: Look for and Express Regularity in Repeated Reasoning
Epilogue: What Do I Do With These Strategies?
Appendices

Kit Norris is a mathematics consultant focusing on teachers' professional growth and development. She is a frequent speaker at local and national conferences. Kit works with the Bay State Reading Institute helping elementary school teachers understand the parallels between literacy and mathematics best practices. Kit began her career as a middle school mathematics teacher at the Eaglebrook School in Deerfield, Massachusetts. She later became the mathematics department chair and director of the academic program at the Fenn School in Concord, Massachusetts.

As a member of the Mathematics at WorkTM team, she supports teachers in implementing high-leverage team actions necessary to improve student learning. Kit is also a member of the National Council of Supervisors of Mathematics (NCSM) and has served on the Board of Directors as the editor for the Position Papers. She coauthored Teaching Today's Mathematics in the Middle Grades, Great Tasks for Mathematics K-5, and Great Tasks for Mathematics 6-12 and was a contributing author to It's TIME: Themes and Imperatives for Mathematics Education.

She is a recipient of the 1994 Presidential Award for Excellence in Teaching Mathematics and the 1998 Klingenstein Fellowship. This fellowship enabled her to pursue research, focusing on strategies for supporting and promoting professional learning opportunities for educators. In 2015, she was inducted into the Mathematics Educators Hall of Fame in Massachusetts.

She has a bachelor's degree from Skidmore College and a master's degree in educational leadership from Columbia University. Kit and her husband live outside Boston and enjoy keeping up with their grandchildren and playing the occasional round of golf.

Sarah Schuhl began her education career in 1994 and spent nearly twenty years working first as a secondary mathematics teacher in Oregon and California, then as a high school instructional coach, and then serving as a K-12 mathematics specialist in the Centennial School District in Oregon. As an instructional coach, she was instrumental in the creation of professional learning communities, working with teachers to make large gains in student achievement. She earned the district's Triple C Award in 2013.

Sarah now works with teachers in schools and districts as a K-12 mathematics and multisubject educational consultant. Through short- and long-term professional development and coaching, she works with collaborative teams and individual teachers to understand and implement content and process standards, create and use common assessments and high-level tasks, design lessons, and analyze and respond to student learning as evidenced in data. Her work with the Oregon Department of Education includes designing mathematics assessment items, test specifications and blueprints, and rubrics for achievement-level descriptors. She also works with schools in need of improvement to increase student learning.

From 2010 to 2013, Sarah served as a member and chair of the National Council of Teachers of Mathematics Editorial Panel for the journal Mathematics Teacher. She is also a contributing author to Core Focus on Math, a Common Core middle school mathematics textbook series, as well as coauthor on Common Core intervention mathematics materials for grades 3-5, Digging Into Math.

Sarah earned a bachelor of science in mathematics from Eastern Oregon University and a master of science in teaching mathematics from Portland State University.