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WELCOME

WELCOME. Elementary Mathematics Educators. Day 3 EEA Summer 2012. Outcomes for Day 3. The participants will: synthesize their knowledge of the CCSS and available resources. share projects. become aware of expected shifts in mathematics instruction.

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WELCOME

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  1. WELCOME Elementary Mathematics Educators Day 3 EEA Summer 2012

  2. Outcomes for Day 3 • The participants will: • synthesize their knowledge of the CCSS and • available resources. • share projects. • become aware of expected shifts in mathematics • instruction. • Formulate a plan for training teachers at their school.

  3. Quiz, Quiz, Trade Warm-Up Outcome: The participants will synthesize their knowledge of the CCSS and available resources.

  4. Quiz, Quiz, Trade

  5. Project Presentations Outcome: The participants will share their projects.

  6. BREAK

  7. Shifts in Mathematics HERE THERE

  8. Outcome: • Participants will become aware of expected shifts in mathematics instruction.

  9. Instructional Shifts • Focus • Coherence • Fluency • Deep Understanding • Application • Dual intensity

  10. Locate “Shifts in Mathematics” Looks like this

  11. Task On your chart paper, create a “visual” representation that summarizes your group’s assigned “SHIFT.”

  12. Share Your Shifts

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

  14. Some Important Elementary Shifts How will these shifts impact your instruction??

  15. 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

  16. 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.

  17. 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.

  18. Debriefing the Task This task draws on content from: Grade 7 Cluster: Analyze Proportional relationships and use them to solve real world problems. The numbers in the task are not limited to integers.

  19. Reflection Construct a viable argument to support whether or not this task is: Practice Forward and/or Integrative

  20. 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.

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

  22. LET’S LOOK AT A MATHEMATICS TASK OF THE FUTURE 270 Which of the characteristics described in the “Shifts” or “Expected Changes in Tasks” does this task illustrate? 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

  23. “Shifts”illustrated by this task • Shift 1 :Focus • This task focuses on analyzing • proportional relationships and using • them to solve real world problems which • is a critical concept in grade 7. • Shift 2 :Coherence • What students need to know and be able to do • to complete this task connects to their learning • of measurement, multiplication and division in • the elementary grades.

  24. “Shifts”illustrated by this task • Shift 3 :Procedural Fluency • Students are able to efficiently and accurately • complete the multiplication and division • computations necessary to solve the proportions. • Shift 4 :Deep Conceptual Understanding • Students who successfully complete this task • demonstrate conceptual understanding of • proportional reasoning.

  25. “Shifts”illustrated by this task • Shift 5: Applications (Modeling) • To complete this task, students must choose and • use an appropriate mathematical model without • being prompted to do so. • Shift 6: Duel Intensity • By completing this task, students demonstrate • that they know that this task requires the use of • proportional reasoning and that they are able to • successfully carry out the computations required • to solve a proportion.

  26. Additional Changes in Mathematics Many items will still be important for students to be able to complete, for example: Each shirt costs $4. How much do 3 shirts cost? Show your work. How is the problem below different from the first? Each shirt has 6 buttons. How many buttons are needed to make 7 shirts?

  27. Additional Changes in Mathematics Straightforward items will still be important for students to be able to complete, for example: In addition, the new assessments will include richer, often open-ended tasks, such as: • Donna buys 40 apples at 35 cents each. She eats 2 apples and sells the rest for 45 cents each. How much money does she make? • Donna buys some apples at 35 cents each. She eats 2 apples and sells the rest for 45 cents each. She makes $4.40. How many apples did she buy?

  28. Additional Changes in Mathematics Assessments still will include 1-point items: A bird flies 20 miles in 100 minutes, at a constant speed. At that speed, how long will it take the bird to fly 6 miles? BUT students also will need to complete multi-part problems: • A bird flies 20 miles in 100 minutes, at a constant speed. At that speed, • how long will it take the bird to fly 6 miles? • how far will the bird fly in 15 minutes? • how fast will the bird be flying in miles per hour? • what will be the bird’s pace in minutes per mile?

  29. Additional Changes in Mathematics Away from single answer questions: Toward open-ended problem-solving questions: • I have 3 dimes, 3 nickels, and 3 pennies in my pocket. How much money do I have? • I have 67¢ in my pocket. How many different ways can I make 67¢ using coins?

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

  31. Reflection Outcome: The participants will formulate a plan for training teachers at their school.

  32. Preparation for School Team Planning • Independently prepare discussion points to share with your school team, using ideas from the KEEP-STOP-START activity. • Share discussion points with the member of your table group. • Share discussion highlights with the large group.

  33. YESTERDAY TODAY Engage Me

  34. YESTERDAY TODAY Engage Me! - YouTube.wmv

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