Mathematics II. Days 4 and 5 Training: Compressed Provided by First District RESA Winter 2009. Assumptions. Participants will teach Mathematics II or are responsible for the delivery of Mathematics II instruction
Days 4 and 5 Training: Compressed
Provided by First District RESA
Content and Process Standards
Identifies the mathematics involved in the task
Identifies evidence of understanding related to a specific standard
Informs the teacher in understanding the depth, detail, and rigor in work that meets the standard
Guides students in comparing and judging the quality of their own work
Arrange the standards within strands across Mathematics 1, 2, and 3; check with key.
Using the GPS booklet, examine the algebra standards in grade 8 to decide how these lead to the algebra standards in M1.
What are the benefits of knowing the standards parameters by course?
In school or system groups, use the guiding questions to analyze the task segment provided.
Jot notes about suggestions.
Be prepared to share responses with the total group.
Complete each problem, and answer the following questions.
Which mathematics standards and elements are the focus of the item?
As presented, the items are “constructed response” or mini-tasks. How can the item be changed to multiple choice? Create some logical choices.
Create a multiple choice item addressing the same content at a lower depth of knowledge level.
All models for support can be classified based on the number of regular mathematics teachers a student has.
In groups, use the handout to decide how each model impacts the state-identified components of support and to list benefits and detractors of each model.
How do the parts of performance standards inform the level of rigor in content, processes, and student expectations?
How does the assignment of standards and elements to Mathematics I, II, and III impact instructional planning?
How can collaboration facilitate analysis of instructional strategies for use in accelerated, regular, and support classes?