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WELCOME

WELCOME. Middle School 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 Middle School 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. Shifts • OUTCOME: • The 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: Create a representation on your chart paper that summarizes your group’s assigned “SHIFT”.

  12. Share Your Shifts

  13. 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.

  14. 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

  15. 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 Solution

  16. 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

  17. Debriefing the Task • This task draws on content from: • Cluster 7.RP.1-3. Analyze Proportional relationships • and use them to solve real world problems. • The numbers in the task are not limited to integers. • The task: • is not scaffolded. • takes an extended amount of time to solve. • assesses both content and practice standards. • assesses more than one content standard.

  18. Examples: General CCSSM Content Changes Appendix F- ITN 2012-31-PARCC Item Development

  19. Examples: Content Changes in Middle School

  20. Additional Changes in Mathematics Straightforward items will still be important for students to be able to complete, for example: If 3(y – 1) = 8, then what is y? In addition, the new assessments will include richer, often open-ended tasks, such as: What are two different equations with the same solution as 3(y – 1) = 8?

  21. Additional Changes in Mathematics Straightforward items will still be important for students to be able to complete, for example: 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?

  22. Additional Changes in Mathematics In addition, the new assessments will include richer, often open-ended tasks, such as: 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?

  23. 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?

  24. Additional Changes in Mathematics Away from “integer algebra” in middle school: If 3(x-5) = 45 then what is x? Toward rational number algebra in middle school:

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

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

  27. 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 members of your table group Share discussion highlights with the large group

  28. Engage Me Internet

  29. Movie Engage Me! - YouTube.wmv

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