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Transcript of © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM...
![Page 1: © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Assessment in A Story of Units.](https://reader035.fdocuments.us/reader035/viewer/2022070307/551a1c8955034619378b522b/html5/thumbnails/1.jpg)
© 2012 Common Core, Inc. All rights reserved. commoncore.org
NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units
A Story of UnitsAssessment in A Story of Units
![Page 2: © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Assessment in A Story of Units.](https://reader035.fdocuments.us/reader035/viewer/2022070307/551a1c8955034619378b522b/html5/thumbnails/2.jpg)
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Unit Form
2
230 can be written in unit form in different ways:
2 hundreds 3 tens 23 tens 230 ones 2300 tenths etc.
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N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Do Now! Exit Ticket
3
Please complete an Exit Ticket on your tables for two minutes.
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N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Exit Ticket Debrief
4
• Share your ticket with your triad for 3 minutes, 1 minute for each lesson’s ticket. Start with Lesson 3, then Lesson 4, then Lesson 5.
• Review the challenges that each presented.• Consider the instructional decisions the teacher
might make from the results.
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N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Session Objectives
5
• Examine and practice the use of informal assessment during the lesson components: Fluency, the Application Problem, Concept Development, and the Debrief.
• Examine and practice use of formal assessments including Mid-Module and End-of-Module Assessment Tasks.
• Relate both informal and formal assessments to the cycle of “Assess Analyze Plan Teach.”
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N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Agenda
6
• Review the Cycle of Assess, Analyze, Plan, Teach• Study Informal Assessment within the Lesson
Components • Study Formal Assessments: Mid- and End-of
Module Tasks
![Page 7: © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Assessment in A Story of Units.](https://reader035.fdocuments.us/reader035/viewer/2022070307/551a1c8955034619378b522b/html5/thumbnails/7.jpg)
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N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Informal Assessment in A Story of Units
7
Assess
Analyze
Plan
Teach
![Page 8: © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Assessment in A Story of Units.](https://reader035.fdocuments.us/reader035/viewer/2022070307/551a1c8955034619378b522b/html5/thumbnails/8.jpg)
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Informal Assessment within Lesson Components
8
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N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Fluency Work
9
T: (Write 4 x 2 ones = __.) Write the multiplication sentence.
S: 4 x 2 = 8.
T: Say the multiplication sentence in unit form.
S: 4 x 2 ones = 8 ones.
Repeat the process for 4 x 0.2; 4 x 0.02; 5 x 3; 5 x 0.3; 5 x 0.03; 3 x 0.2; 3 x
0.03; 3 x 0.23; and 2 x 0.14.
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N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Application Problems
10
A bag of potato chips contains 0.96 grams of sodium. If the
bag is split into 8 equal servings, how many grams of sodium
will each serving contain?
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N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
The Concept Development
11
Problem 4
5.1 x 6 = 30.6
T: What is the smallest unit in 5.1?
S: Tenths.
T: How many tenths are the same as 5.1?
S: 51 tenths.
T: Suppose our multiplication sentence was 51 x 6. What is the
product?
S: (Pause as students work.) 306.
T: Is 306 a reasonable product for our actual problem of 5.1 x 6? Turn and talk.
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N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
The Debrief
12
How can whole number multiplication help you with decimal multiplication?
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N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
The Exit Ticket: A Formal Tool for Informal Assessment
13
• The Exit Ticket closes each lesson from Grade 1 to Grade 5.
• The Exit Ticket is part of the Student Debrief, comprising 3 minutes of the approximately 10 minute component.
• Information is used to make subsequent instructional decisions.
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N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Units in Expanded Form
14
7 × 103 + 6 × 10 + 3 × 1 = 7063
2 + 9 × 1 = 2.9 10
29 × 1 = 2.9 10
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N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Unit Conversion
15
To convert yards to feet, multiply by 3.To convert feet to yards, multiply by 1 (or divide by 3). 3
2 yards = 2 × (1 yard) = 2 × (3 feet) = 6 feet.
6 feet = 6 × (1 foot) = 6 × (1 yard) = 2 yards. 3
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N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Reflect
16
Thinking about informal assessment during the 4
major components of the lesson, share your take-
always with a partner.
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N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Agenda
17
• Review the Cycle of Assess, Analyze, Plan, Teach• Study Informal Assessment within the Lesson
Components • Study Formal Assessments: Mid- and End-of
Module Tasks
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N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Formal Assessment in A Story of Units
18
Assess
Analyze
Plan
Teach
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N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Formal Assessment
19
• Mid-Module Assessment Task• End-of-Module Assessment Task
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N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Assess
20
Complete the Grade 5 End-of-Module 1 Assessment.
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N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Analyze
21
Student work samples A – F using the rubric.Give each a score.
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N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Plan
22
Write down at least one question you would ask each student to either:
• Further assess in order to know how deeply to scaffold.
• Advance their thinking.
Share your questions with your triad.
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N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Plan
23
What decisions would you make instructionally based on the assessment for:• Your day of review?• Fluency components?• Application Problems?• Concept Development?• Homework?• Professional development opportunities?
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N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Teach
24
Implement the plan stemming from the analysis.
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N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Key Points
25
Assess
Analyze
Plan
Teach
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N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Next Steps
26
• What obstacles do you anticipate in effectively implementing the informal assessments?
• Thinking about the culture of your school(s), what obstacles do you anticipate in effectively implementing the formal assessments?
• How can you surmount those obstacles?