Exploring Claim 2, 3, and 4.
This material was developed for the Leadership for the Common Core in Mathematics project through the University of Wisconsin-Milwaukee, Center for Mathematics and Science Education Research (CMSER). This material may be used by schools to support learning of teachers and staff provided appropriate attribution and acknowledgement of its source. You may not use this work for commercial purposes.
This project was supported through a grant from the Wisconsin ESEA Title II Improving Teacher Quality Program
1. Concepts and Procedures
2. Problem Solving
3. Communicating Reasoning
4. Data Analysis and Modeling
SBAC 2011, p.17
Label three post-its, one for each Claim (2,3,4)
Select one Assessment Target from the envelope.
Discuss the Target.
Place that Assessment Target under the appropriate Claim.
Problem Solving: Students can solve a range of complex, well-posed problems in pure and applied mathematics, making productive use of knowledge and problem-solving strategies.
Grades 3-8 Targets
Rationale for Claim 2 makes it clear that evidence for it needs to include demonstration of actual application of problem solving.
These tasks could present non-routine problems where a substantial part of the challenge is in deciding what to do and which mathematical tools to use.
Communicating Reasoning: Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.
The set of Claim 3 tasks may involve more than one domain.
As evidence, students are expected to produce evidence of their own reasoning and the reasoning of others.
Claim 3 tasks may involve assessment targets from an earlier grade.
Modeling and Data Analysis: Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems
In Claim 4, a key feature of items and tasks is that the student is confronted with a contextualized, or real world situation and must decide which information is relevant and how to represent it.
Items in Claim 4 are not yet fully formulated (well-posed) in mathematical terms.
What have you learned? What actions will you take based on what you have learned about all 4 Claims?