# CCR Standards Resources

## Math Teacher Workouts

### Borrowing/Carrying –> Regrouping

Participants in this workout learn to teach strategies that support conceptual understanding of place value instead of the algorithm.

### Building Conceptual Understanding

Participants in this workout consider the conceptual understanding behind the traditional algorithm for long division and then recognize the importance of building students’ conceptual understanding beyond this example of long division and into every area of math.

### Let’s Talk About Dots!

Participants in this workout identify a low-risk strategy for students to see math as patterns and practice speaking about patterns,articulate ways to encourage student sharing around math topics, and consider the creativity present in math.

### Making Sense of a Standard

Participants in this workout break apart a given standard into meaningful sections, and articulate the relationship between the content of the sections. They then brainstorm strategies, objectives and learning targets for a given standard.

### Math Practices in the Virtual Classroom

Participants in this workout have the opportunity to experience a task as a student (making origami shapes!), and to reflect on how to use this task with learners to develop a classroom culture (virtual or otherwise) that embeds the math practices.

### Notice and Wonder about Data: Using Slow Reveal Graphs

Participants in this workout work with slow reveal graphs to notice and wonder about data and experience the activity just as they would present it to students.

### Supplying the Answer

Participants in this Math Teacher Workout consider how “devaluing the answer” leads to rich mathematical conversations and deeper learning for students as well as gain comfort with Mathematical Practice 3: Construct viable arguments and critique the reasoning of others.

### The “Why” Behind Cross-Multiplication

Participants in this workout examine why only teaching the process of “cross-multiplying and dividing” without developing conceptual understanding of this process is detrimental to student learning and will understand the importance of teaching conceptual understanding for commonly used algorithms.