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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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Presentation Transcript

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.
• formulate a plan for training teachers at their
• school.

Outcome:

The participants will synthesize their knowledge of the CCSS and available resources.

Project Presentations

Outcome:

The participants will

share their projects.

Shifts

• OUTCOME:
• The participants will become aware of expected shifts in mathematics instruction.
Instructional Shifts

Focus

Coherence

Fluency

Deep Understanding

Application

Dual intensity

Create a representation on your chart paper that summarizes your group’s assigned “SHIFT”.

• assess more than one standard.
• simultaneously assess content and practice
• standards.
• are not scaffolded.
• take an extended period of time to complete.

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?
• 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

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

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?
• 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

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

Examples: General CCSSM Content Changes

Appendix F- ITN 2012-31-PARCC Item Development

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?

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?

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?

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?

Away from “integer algebra” in middle school:

If 3(x-5) = 45 then what is x?

Toward rational number algebra in middle school:

Mathematics Instruction of the Future

To successfully implement the Common Core Mathematics Curriculum, what must mathematics teachers:

KEEP DOING???

STOP DOING???

START DOING???

Reflection

Outcome:

The participants will formulate a plan for training teachers at their school.

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

Engage Me

Internet

Movie