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| About the Series Editor | p. ix |
| About the Authors | p. xi |
| Foreword | p. xv |
| Introduction | p. 1 |
| Using High-Performing Collaborative Teams for Mathematics | p. 5 |
| Effective Mathematics Professional Development | p. 6 |
| Professional Development Paradigm Shift | p. 7 |
| Adequate Time for Collaborative Teams | p. 7 |
| Grade-Level Collaborative Mathematics Teams | ... MOREp. 10 |
| Change in Instructional Emphasis | p. 13 |
| Response to Intervention | p. 20 |
| The Future of Mathematics in Your School | p. 23 |
| Extending My Understanding | p. 23 |
| Implementing the Common Core Standards for Mathematical Practice | p. 25 |
| The CCSS Mathematical Practices | p. 26 |
| Mathematical Practice 1: Make Sense of Problems and Persevere in Solving Them | p. 26 |
| Mathematical Practice 2: Reason Abstractly and Quantitatively | p. 32 |
| Mathematical Practice 3: Construct Viable Arguments and Critique the Reasoning of Others | p. 36 |
| Mathematical Practice 4: Model With Mathematics | p. 40 |
| Mathematical Practice 5: Use Appropriate Tools Strategically | p. 44 |
| Mathematical Practice 6: Attend to Precision | p. 47 |
| Mathematical Practice 7: Look For and Make Use of Structure | p. 51 |
| Mathematical Practice 8: Look For and Express Regularity in Repeated Reasoning | p. 54 |
| Mathematical Practices Implementation | p. 57 |
| Extending My Understanding | p. 59 |
| Implementing the Common Core Mathematics Content in Your Curriculum | p. 63 |
| Collaborative Content Analysis | p. 64 |
| Kindergarten: What's the Mathematics? | p. 67 |
| Grade 1: What's the Mathematics? | p. 77 |
| Grade 2: What's the Mathematics? | p. 88 |
| Mathematics Content: A Different Look at Emphasis | p. 99 |
| Content Analysis by Domain | p. 100 |
| Content Considerations | p. 103 |
| Extending My Understanding | p. 104 |
| Implementing the Teaching-Assessing-Learning Cycle | p. 107 |
| A Major Shift in the Function of Grades K-2 Mathematics Assessment | p. 107 |
| The PLC Teaching-Assessing-Learning Cycle | p. 109 |
| Standards-Based Report Cards | p. 123 |
| The CCSS Consortia Assessments | p. 125 |
| Extending My Understanding | p. 127 |
| Implementing Required Response to Intervention | p. 129 |
| Holding High Expectations for All Students | p. 131 |
| Using Required RTI in Mathematics | p. 133 |
| Monitoring Grades K-2 Student Assessment Performance to Identify Student Needs | p. 135 |
| Planning Your RTI System of Support | p. 133 |
| Developing Student Disposition and Motivation in Grades K-2 RTI | p. 146 |
| Serving All Students Well | p. 148 |
| Extending My Understanding | p. 148 |
| Epilogue: Your Mathematics Professional Development Model | p. 151 |
| Sample Standards for Mathematical Content, Pre Kindergarten | p. 153 |
| Standards for Mathematical Practice | p. 157 |
| Connecting the Standards for Mathematical Practice to the Standards for Mathematical Content | p. 160 |
| Standards for Mathematical Content, Kindergarten | p. 161 |
| Grade K Overview | p. 161 |
| Standards for Mathematical Content, Grade 1 | p. 165 |
| Grade 1 Overview | p. 166 |
| Standards for Mathematical Content, Grade 2 | p. 171 |
| Grade 2 Overview | p. 171 |
| Changes in Mathematics Standards, 1989-2010 | p. 175 |
| References and Resources | p. 181 |
| Index | p. 191 |
| Table of Contents provided by Ingram. All Rights Reserved. |