Checklist for the Critical Area of Mathematics – Grades K - 5



Facilitator’s Guide6-12 Common Core Connections to Ignite and InspireSession DescriptionThis three- hour workshop illustrates the Mathematical Practice and Content Standards through a series of engaging math tasks. Participants will engage in a mathematically rigorous lesson from the Mathematics Assessment Project. The session includes a study of four of the progression documents and an introduction to Common Core assessments.Goal of the SessionDevelop Awareness of CCSS and Key ShiftsEncourage Self-Reflection through Lively Discussions with ColleaguesBuild Knowledge of Mathematical Practice Standards and Content StandardsTranslate Knowledge into Practice via Cognitively Demanding Projects and Performance AssessmentsMaterialsPoster paper, markers, tape, scissors, internet connection, projector and speakersHandouts Standards for Mathematical PracticeJourney to the Bus Stop, page S1 from Middle School: Interpreting Distance-Time Graph Sorting Cards, pages S2 - S5 from High School: Functions and Everyday Situations Sorting Cards, pages S3 - S8 Situations Another Four Situations, pages S1, S2, S9, S10 from Shifts in CCSS Mathematics Grants & Awards for Math Teachers Recommended CCSS Math Resources Handouts to be shared: Participants will select one of the following progressions to read in hard copy or online. (Jigsaw Activity)Statistics and Probability Progression Grades 6-8 Statistics and Probability Progression HSExpressions and Equations Progression Grades 6-8Ratios and Proportional Relationships Progression Grades 6-7These progressions can be accessed online or downloaded from PreparationReview the Power Point and Facilitator’s Guide.Read through the Mathematics Assessment Project Formative Assessment Lesson:Middle School and/orHigh School the progression documents.Make copies of the Handouts as noted above. You may want to provide copies of the CCSSM.Check Internet capability or pre-load the videos. TIMECONTENT/ACTIVITIESMATERIALS5 min Introduction and ObjectivesSlides 1-2 15 minProblem: How far would you go for cheap gas? Slide 3Ask participants to work on this problem together. Leave the question as open-ended as possible.Allow participants to apply their own reasoning around the problem.Accept all reasonable answers with explanations.This problem is designed to engage participants in the Standards for Mathematical Practice 1 and 3Paper, pencils, calculators, multimedia as available(Cell phones, etc.)10 minWhich Mathematical Practice Standards did you use? Slide 4Hand out the Mathematics Practice StandardsFind what math practice standards, if any, you were engaged in, as you worked on the gas problem.Jot down on a piece of paperShare your thinking with a partner.Be ready to share with the large group.Model: Think, Ink, Pair, ShareDiscuss with whole group.Handout:Standards for Mathematical Practice 10 minJourney to the Bus Stop Problem Slide 5Have participants determine if the graph makes sense.After independent work, ask for discussion.Task is Interpreting Distance-Time Graphs from the Mathematics Assessment Project to the Bus Stop 20 minMathematics Assessment Project Activity Slide 6Participants should be seated in grade band groups. (Middle or High School)Distribute appropriate sorting cards, tape, markers and poster paper.If poster paper is not available participants can arrange matches on their tables.Assign the task. (See the slide)NOTE: There are two levels of sorting cards. One is more suited to middle school and one for high school.(MS)Middle School: Interpreting Time and Distance sorting cards each have a story, a graph and a data table. (HS)High School: Functions and Everyday Situations sorting cards each have a story, graph and a function., Markers, Scissors, Tape,Handouts: (Single sided)Interpreting Time and Distance sorting cardsor Functions and Everyday Situations sorting cards10 minGallery WalkSlide 7Directions for touring:The Concierge Stays at the table to provide information and answer questionsGroup tours and offers comments at various tables.This Gallery walk procedure can be taught to students in the beginning of the year.It requires the walker to know what his or her table knows and bring back suggestions or ideas to the table.It requires the table concierge to be willing to defend the group’s reasoning to the tourists.You can offer time for students to change their matches once they return to the table after discussion with others.5 minWhere Are We Now?Slide 8Introduce the high school pre- and post-assessment sections. This has two different groups of card sorting. The middle school lesson uses the same Journey to the Bus Stop problem as both the pre- and post-assessment. Handout: Four SituationsAnother Four Situations25 minProgressions Performance Assessment Slide 9Participants will choose a progression document and group themselves by topic.Suggest that they break-up the reading but have all group members read the introduction.Participants will create a poster to report their findings.Discuss the value in the progressions for coherence.A complete list of progressions are found at , Markers Handouts:Expressions and Equations 6-8Ratios and Proportional Relationships 6-7Statistics and Probability 6-8Statistics and Probability 9-125 minKey Shifts Slides 10 – 11 This slide illustrates the Key Shifts in CCSS Mathematics from Discuss the shifts that happen in the Progressions from Gr 6-12: CoherenceDiscuss the shift needed to make the Mathematical Practices a reality that will result in Deeper Understanding through more Focused lessons.Discuss expected Fluencies and the balance between practice and deep understanding that is discussed in Dual Intensity.ASK:What kind of Lessons will move us forward?This leads to the Dan Meyer Video… Handout:Key Shifts 20 minMath Class Needs a Makeover Slide 12 – 13 Show Dan Meyer Video (11 minutes and 39 seconds) the video. How would this look in your classroom? Show Dan Meyer’s Blog. blog provides multiple resources to create a classroom like the one referenced in the video. There is a Three-Act Math link if you scroll down on the right-hand side under My Curricula. This resource lists videos and lesson ideas that are aligned to the CCSSM. Internet connection, speakers 10 minGot Caffeine? Slide 14Show Hot Coffee video lesson from Dan Meyer’s Three ActsShow the first act.Let teachers brainstorm questions that students could ask and solve.Show the questions for the problem.Show the second and third act.Ask teachers what would happen if they used video questions to inspire?Internet connection, speakers5 minThink about AssessmentSlide 15Ask teachers to answer this question independently on a piece of paper.Share with a partnerModel Think – Ink – Pair – Share.5 minWhat’s Next? Common AssessmentsSlide 16TALKING POINTS from While the Common Core State Standards are a critical first step, they alone will not bring about the instructional changes necessary to improve student achievement and attainment. Creating common assessments grounded in common standards is the logical next step and will ensure the new standards truly reach every classroom.I think we will all agree that the current system is broken. Every state develops their own assessments and for that reasons our nation’s assessments:Are of varying quality and rigor and rarely point toward College- and Career-Readiness. Do not provide meaningful, real-time data for our educators, parents and policymakersCannot be compared from state to state, ensuring that students in Mass. And Miss. are receiving the same foundation.Next generation assessments will:Provide a more complete picture of student performance against college- and career-ready expectationsUse current and future technologies to provide a meaningful assessment and useful dataMitigate Challenges associated with mobility—which is a major challenge in educationU.S Department of Education set aside $350 million of Race to the Top funding for awards to consortia of states to design and develop common K-12 assessment systems aligned to common, college- and career-ready standards. In Sept. 2010, the U.S. Department of Education awarded grants to the Partnership for Assessment of Readiness for College and Careers (PARCC) and Smarter Balanced Assessment Consortium (SBAC).10 minutesPARCC Assessment Design Slide 17-18 TALKING POINTS from Graphic depiction of the assessment system. The system includes a suite of assessments and tools that, taken together, provide a more complete picture of student mastery of standards and progress throughout the year than is currently available on state assessments.Considerations Leading to 2 optional assessments: The cost of the assessmentsFlexibility on when to administer the optional assessmentsThe amount of testing time needed to administer the assessmentsPossible disruption to school schedules caused by through-course assessment preparation and administrationConstraints the distributed design might have on the flexibility of state and local educators to sequence instruction of the CCSS and to implement their own benchmark and formative assessment initiativesThe PARCC assessment system will:Reflect the sophisticated knowledge and skills found in the English and math Common Core State StandardsInclude a mix of item types (e.g., short answer, richer multiple choice, longer open response, performance-based)Make significant use of technologyInclude testing at key points throughout the year to give teachers, parents and students better information about whether students are on track or need additional support in particular areasTaken together, the PARCC assessment components comprise a comprehensive system of assessments that will provide timely information to teachers throughout the year, and provide students with meaningful information about their progress toward college and career readiness5 minutesOverwhelmed? Slide 19 (optional)Below are two humorous videos from you tube. Review and choose one.When Not Knowing Math Can Cost You $15,000Math 911 CallInternet Connection, Speakers10 minutesWrap-UpSlide 20 – 22 Distribute Grant and Resources pagesDistribute Feedback form and answer any questionsHandouts:Grants and AwardsResourcesFeedback ................
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