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| About the Series Editor | |
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| About the Authors | |
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| Foreword | |
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| Introduction | |
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| Using High-Performing Collaborative Teams for Mathematics | |
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| Professional Development Paradigm Shift | |
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| Teacher Collaboration in a Professional Learning Community | |
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| Teacher Collaboration Versus Cooperation or Coordination | |
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| Collaborative Practices | |
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| The High-Leverage Work of Mathematics Collaborative Teams in a PLC | |
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| Looking Ahead | |
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| Chapter 1 Extending My Understanding | |
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| Implementing the Common Core Standards for Mathematical Practice | |
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| The Common Core Standards for Mathematical Practice | |
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| Overarching Habits of Mind | |
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| Reasoning and Explaining | |
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| Modeling and Using Tools | |
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| Seeing Structure and Generalizing | |
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| Lesson-Design Elements That Reflect the Common Core Mathematical Practices | |
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| The Mathematical Practices Lesson-Design Tool | |
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| Looking Ahead | |
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| Chapter 2 Extending My Understanding | |
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| Implementing the Common Core Mathematics Content in Your Curriculum | |
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| Common Core Overview | |
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| Content Domain Analysis | |
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| The Number System Domain for Grades 6, 7, and 8 - (6.NS, 7.NS, 8.NS) | |
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| Ratios and Proportional Relationships (6.RP and 7.RP) and Functions (8.F) Domains | |
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| Functions Domain in Grade 8 (8.F) | |
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| Expressions and Equations Domain (6.EE, ZEE, 8.EE) | |
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| Geometry Domain (6.G, 7.G, 8.G) | |
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| Statistics and Probability (6.SP, 7.SP, 8.SP) | |
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| Collaborative Actions to Implement the CCSS Content Standards | |
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| Advanced Learners and Acceleration | |
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| Looking Ahead | |
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| Chapter 3 Extending My Understanding | |
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| Implementing the Teaching-Assessing-Learning Cycle | |
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| A Paradigm Shift in Middle School Mathematics Assessment Practices | |
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| The PLC Teaching-Assessing-Learning Cycle | |
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| Using Re-Engagement Lessons in the Teaching-Assessing-Learning Cycle | |
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| Your Focus on Large-Scale Assessment Data | |
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| Looking Ahead | |
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| Chapter 4 Extending My Understanding | |
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| Implementing Required Response to Intervention | |
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| Vision of Equity | |
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| Sources That Inform Equity in Mathematics | |
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| Student Learning Needs for Success | |
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| A Major Paradigm Shift in Middle School Mathematics Intervention Practices | |
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| Tier 1: What Is Your Differentiated Response to Learning? | |
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| Tier 2: What Is Your Targeted Response to Learning? | |
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| Tier 3: What Is Your Intensive Response to Learning? | |
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| English Learners | |
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| Looking Ahead | |
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| Chapter 5 Extending My Understanding | |
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| Epilogue: Your Mathematics Professional Development Model | |
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| Standards for Mathematical Practice | |
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| Connecting the Standards for Mathematical Practice to the Standards for Mathematical Content | |
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| Standards for Mathematical Content, Grade 6 | |
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| Grade 6 Overview | |
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| Standards for Mathematical Content, Grade 7 | |
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| Grade 7 Overview | |
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| Standards for Mathematical Content, Grade 8 | |
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| Grade 8 Overview | |
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| References and Resources | |
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| Index | |