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Common Core Sense

  • Title:Common Core Sense: Tapping the Power of the Mathematical Practices
  • Author:Christine Moynihan
  • Publication Date:March 2015
  • Grade Level:K-5
  • ISBN:9781625310040
  • Publisher:Stenhouse

The Standards for Mathematical Practice provide an excellent foundation for encouraging students to think, reason, and persevere like mathematicians. Many elementary school teachers, however, face a challenge unpacking these practices and figuring out how to implement them in their classrooms.

Christine Moynihan wrote Common Core Sense: Tapping the Power of the Mathematical Practices with the goal of making the practices more explicit, learnable, and accessible. Moynihan shows what each practice might look, sound, and feel like in the classroom using the four-part GOLD framework:

G – Go for the goals. What are the major purposes of the practice?

O – Open your eyes & Observe. What should you see students doing as they utilize the practice? What should you see yourself doing?

L – Listen. What should you hear students saying as they utilize the practice? What should you hear yourself saying?

D – Decide what you need to do in order to make the most of the practice.

This timely text devotes one chapter to each practice. The consistent framework of the book, similar in structure to Moynihan's Math Sense, provides an easy way to learn, assess, and deepen your own understanding of each practice—to mine the GOLD.

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Author Bio

Christine Moynihan has been a classroom teacher in K-6 classrooms, a mathematics curriculum specialist, and an elementary school principal in Newton, Massachusetts. She is currently a consultant who works with schools and districts to assist them in improving their quality of education. When Christine was in fifth grade, her family moved to Florida from the Boston area. "We did a lot together, and my family bond grew even stronger," she remembers. She had always been a good student in all areas because she was great at memorizing. In seventh grade she was chosen for a "select new math" program of studies, where students learned about set theory; she did well because she was facile at memorizing rules, theorems, and procedures. "But even then I wanted to know more—I wanted to know why things worked mathematically and how ideas and concepts were connected to each other and to the procedures. My father was an engineer and he loved my 'why' questions and helped me gain a conceptual understanding that has stood me in good stead, both as a student and as a teacher."

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