Welcome Principals!

1. Welcome Principals! Shifts in Mathematics Session Day 1--Elementary EEA Summer 2012

2. Outcome Principals will become aware of expected shifts in mathematics instruction.

3. 6 Shifts in Mathematics Instruction Focus Coherence Fluency Deep Understanding Application Dual intensity

4. Locate “Shifts in Mathematics” Looks like this

5. 6 Shifts in Mathematics Instruction TASK: On your chart paper, create a “visual” representation that summarizes your group’s assigned “SHIFT.”

6. Share Your Shifts

7. Locate “Some Important Elementary Shifts” Looks like this

8. Some Important Elementary Content Shifts How will these shifts impact instruction at your school??

9. LET’S LOOK AT A MATHEMATICS TASK OF THE FUTURE 270 The figure below shows a conversation between two friends. 9:20 AM • Will they need to stop for gas? • Explain your reasoning. • Suppose they decide to stop • for gas and the stop lasts 30 • minutes. If they continue • their trip at the same speed, • at what time will they reach • LA? Appendix F- ITN 2012-31-PARCC Item Development

10. Possible Solution • Will they need to stop for gas? • Yes they will need to stop for gas. • They have enough gas to travel 262.5 miles. But according to the road sign, the distance to Los Angeles is 270 miles. 35 x 7.5 = 262.5 • At what time will they arrive in Los Angeles? • Driving 270 miles at 55 miles per hour will take 4 hours and 54 minutes. But remember, the stop for gas took an additional 30 minutes. According to the clock the current time is 9:20 a.m. This means they will arrive in Los Angeles at 2:44 p.m. 270 ÷ 55 = 4.9 4.9 hours equals 4 hour & 54 minutes. 4 hours 54 minutes plus 30 minutes equals 5 hours 24 minutes.

11. BUT WAIT!!! What about the time they used when they stopped for gas??? We must add the 30 minute gas stop. Soooo…. 4 hours 54 minutes plus 30 minutes equals 5 hours 24 minutes. So they would arrive at 2:44p.m., not 2:14 p.m.

12. Expected Changes in Mathematics Tasks • In addition to traditional tasks, students also will be asked to complete tasks that: • assess more than one standard. • simultaneously assess content and practice • standards. • are not scaffolded. • take an extended period of time to complete.

13. Examples of Changes in Expectations Appendix F- ITN 2012-31-PARCC Item Development

14. LET’S LOOK AT A MATHEMATICS TASK OF THE FUTURE 270 The figure below shows a conversation between two friends. • Which “Shifts” and “Changes” • are represented by this task? • Why do you think so? 9:20 AM • Will they need to stop for gas? • Explain your reasoning. • Suppose they decide to stop • for gas and the stop lasts 30 • minutes. If they continue • their trip at the same speed, • at what time will they reach • LA? Appendix F- ITN 2012-31-PARCC Item Development

15. Mathematics Instruction of the Future To successfully implement the Common Core Mathematics Curriculum, what must mathematics teachers: KEEP DOING??? STOP DOING??? START DOING???

16. Academy at a Glance

17. Academy at a Glance

18. Academy at a Glance

19. Project Choices Professional Development Module Enrichment Activity Intervention Activity UDL Activity Power Point

20. Exit Ticket