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Shifts in Mathematics: Understanding Expected Changes in Tasks

This session for high school principals will cover the shifts in mathematics instruction, focusing on the areas of focus, coherence, fluency, deep understanding, application, and dual intensity. Principals will gain awareness of these shifts and their impact on mathematics outcomes.

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Shifts in Mathematics: Understanding Expected Changes in Tasks

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  1. Welcome High School Principals’ Session Shifts in Mathematics

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

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

  4. Shifts in Mathematics Locate this document.

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

  6. Share Your Shift

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

  8. Let’s look at a math task of the future. 270 miles The figure shows a conversation between two friends. 09:20 AM • Do they have to stop for gas? • Explain your reasoning. • Suppose they decide to stop • for gas and the stop takes 30 • minutes. If they continue their • trip at the same speed, what • time will they reach LA? Appendix F- ITN 2012-31-PARCC Item Development

  9. 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 What time will they arrive in Los Angeles? Driving 270 miles at 55 miles per hour will take 4 hours and 54 minutes. According to the clock the current time is 9:20 a.m.. This means that they will arrive in Los Angeles at 2:44 p.m.

  10. 270 miles Which of the characteristics described in the “Shifts” or “Expected Changes in Tasks” does this task illustrate? The figure shows a conversation between two friends. 09:20 AM • Do they have to stop for gas? • Explain your reasoning. • Suppose they decide to stop • for gas and the stop takes 30 • minutes. If they continue their • trip at the same speed, what • time will they reach LA?

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

  12. 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. • The task: • is not scaffolded . • takes an extended amount of time to solve. • assesses both content and practice standards. • assesses more than one standard.

  13. “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.

  14. “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.

  15. “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: Dual 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.

  16. CCSSM Shifts Relating to Particular Content Appendix F- ITN 2012-31-PARCC Item Development

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

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

  19. Academy at a Glance

  20. Academy at a Glance

  21. Academy at a Glance

  22. Exit Ticket • Please share your questions and concerns on the provided Exit Ticket.

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