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2014 Summer Session Day 1

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  1. 2014 Summer SessionDay 1

  2. 3 Day Goals Planning: Writing Assessment Items and Choosing a 3 Act Task Create a 3 Act Task

  3. Today’s Agenda 3 Act Pyramid Problem 5 Practices and Common Core Overview Writing Common Core Assessment Items Intro to 3 ACT Project and Planning

  4. Pyramid Problem

  5. Pyramid Problem Act 1 • What is the first question that comes to your mind after watching the video? • The question we will focus on is how many pennies. • How many pennies do you think there are? • What is a guess that is too high? Too low?

  6. Pyramid Problem Act 2 • What information do you need to solve the problem? Now do the math!

  7. Pyramid Problem Act 3 How many pennies are there?

  8. BREAK

  9. Common Core/5 Practices A Brief Review…

  10. Pop Quiz • List the 5 Practices • Write a brief one sentence summary for each practice

  11. 5 Practices for Orchestrating Productive Mathematics Discussions • Anticipating • Monitoring • Selecting • Sequencing • Connecting

  12. Before the Common Core…

  13. HSCE’s MME

  14. … and After

  15. The CommonCore

  16. What are The Content Standards? Standardsdefine what students should understand and be able to do (these are the actual content statements or mathematical objectives K-12) Clustersare groups of related standards. Domains are large groups of related standards or clusters.

  17. Standards for Mathematical Practice 1 Make sense of problems and persevere in solving them. 2 Reason abstractly and quantitatively. 3 Construct viable arguments and critique the reasoning of others. 4 Model with mathematics. 5 Use appropriate tools strategically. 6 Attend to precision. 7 Look for and make use of structure. 8 Look for and express regularity in repeated reasoning.

  18. Depth of Knowledge

  19. LUNCH

  20. Sample Item 1: EXPRESSIONS 4-in-1 Take a moment and solve item number 43053 • With your elbow partner: • Discuss your solution to this problem. • What math concept does this question address?

  21. EXPRESSIONS: 4-in-1 • Compare and contrast this item with items you have seen or used in the past. • How might this impact future assessment?

  22. Now it’s Your Turn: • Write a “4-in-1” question that targets a concept for your grade level. • Share your question with your group.

  23. Sample Item 2: EXPRESSIONS – Checkmark Grid Take a moment and solve item number 43056 • With your elbow partner: • Discuss your solution to this problem. • What math concept does this question address? • Compare and contrast this item with items you have seen or used in the past. • How might this impact future assessment?

  24. EXPRESSIONS: Checkmark Grid

  25. Now it’s Your Turn: • Write a “Checkmark Grid” question that targets a concept for your grade level. • Share your question with your group.

  26. Sample Item 3: RICH TASK/Constructed Response Take a moment and solve item number 43027 • With your elbow partner: • Discuss your solution to this problem. • What math concept does this question address? • Compare and contrast this item with items you have seen or used in the past. • How might this impact future assessment?

  27. RICH TASK/Constructed Response

  28. Now it’s Your Turn: • Write a “Rich Task/Constructed Response” question that targets a concept for your grade level. • Share your question with your group.

  29. Sample Item 4: RICH TASK/Constructed Response Take a moment and solve item number 43052 • With your elbow partner: • Discuss your solution to this problem. • What math concept does this question address? • Compare and contrast this item with items you have seen or used in the past. • How might this impact future assessment?

  30. RICH TASK/Constructed Response

  31. Now it’s Your Turn: • Write a “Rich Task/Constructed Response” question that targets a concept for your grade level. • Share your question with your group.

  32. Sample Item 5: RICH TASK/Constructed Response Take a moment and solve item number 43058 • With your elbow partner: • Discuss your solution to this problem. • What math concept does this question address? • Compare and contrast this item with items you have seen or used in the past. • How might this impact future assessment?

  33. RICH TASK/Constructed Response

  34. Now it’s Your Turn: • Write a “Rich Task/Constructed Response” question that targets a concept for your grade level. • Share your question with your group.

  35. 3 Act Task Project • Please get into a group of 3-4 people who teach the same course as you. • Your going to create your own 3 Act Task. • This project will be presented on day 3 of our summer session.

  36. Steps to find Dan Meyer’s Spreadsheet Google – Dan Meyer’s Three Act Task Google Doc Click on the first link The link is also on the A4a.learnport.org website You can also search on http://www.101qs.com/ for other lessons some of which are created by Dan Meyer

  37. Creating a 3 Act Task • In your group ….. • Brainstorm some ideas for a multimedia (video or picture) 3 Act lesson you can create to use with your students • You will be given time tomorrow to begin creating your task. • Be sure to bring any materials/props that you might need for your creation

  38. FOR TOMORROW: Bring your computer, an exam from the first part of the year, and any props needed for your 3 Act Lesson

  39. See you tomorrow!

  40. Super Stairs Act 1

  41. Super Stairs Act 2 • How many steps will he run on the super stairs? • How long will it take him to run them? Write down an answer for each question that you know is too low and an answer that you know is too high.