Math 6-12 Introduction Powerpoint Notes.pdf - NC...

Slide 2

Ask participants to stand based on the following subgroups: I work with middle school. I work with high school. I attended the summer institute. I love chocolate! Take a minute to introduce yourself to your group

Slide 3

Parking Lot: Use the post-‐its and the parking lot to place questions you may have that are not specifically related to the presentation. We will find times during the presentation to address these. Breaks: We will not take a formal break; however, during any of the activities please take a short break as needed. Technology: Please limit technology use to session activities; please check cell phones now to make sure they are on vibrate or silent. Session Materials: The powerpoint and all handouts are posted on our math wiki at www.ncdpi.wikispaces.net

Materials: Copy of the practices Poster paper Markers Although all 8 mathematical practices are important, we want to narrow the focus for teachers for the first year of implementation to practices / student behaviors 1, 3 and 6. Please divide these 3 practices between the people at your table and read them closely. As you do this, I will assign each table one specific practice to illustrate. Your task is to make a poster to illustrate the assigned practice.

Slide 5

In an attempt to combine the content and the mathematical practices, the Smarter Balanced Assessment Consortium has released a document outlining four claims. These 4 claims form the guiding principles that are under discussion/review to be used in creating the assessment for 2014-‐2015.

Slide 6

This claim addresses procedural skills and the conceptual understanding on which developing skills depend. It is important to assess how aware students are of how concepts link together, and why mathematical procedures work in the way that they do. This relates to the structural nature of mathematics:

Assessment items and tasks focused on this claim include well-‐posed problems in pure mathematics and problems set in context. Problems are presented as items and tasks for which a solution path is not immediately obvious. They require students to construct their own solution pathway, rather than to follow a provided one. Such problems will therefore be unstructured and students will need to select appropriate conceptual and physical tools to use.

Slide 8

This claim refers to a fundamental aspect of mathematics, the ability to construct and present a clear, logical, convincing argument. For older students this may take the form of a rigorous deductive proof based on clearly stated axioms. For younger students this will involve more informal justifications. Assessment tasks that address this claim will typically present a claim and ask students to provide, for example, a justification or counter-‐example

Slide 9

Modeling is the bridge across the school math/real world divide that has been missing from many mathematics curricula and assessments. It is the twin of mathematical literacy, the focus of the PISA international comparison tests in mathematics. CCSSM features modeling as both a mathematical practice at all grades and a content focus in high school.

If you go to the website there is a sample chart for grades 4, 8 and 11. This is an example for grade 11, claim 3. Note that several standards are addressed in this target, making important for teachers to begin looking for connections within the grade level or course level content. The DOK refers to Norm Webb’s Depth of Knowledge, which addresses the rigor of the cognitive demand. In this framework, harder numbers do not increase the rigor. Algorithms are considered to be at DOK 1. One of the appendices at the back of the document gives more information about this framework.

Slide 11

SBAC has also release sample assessment items. Note that students would be asked to add the upper quartile, lower quartile, and median to the graph. This is not too different from our items that ask students to identify these values given a data set; however….

The problem continues asking students to determine what would happen to the values of the five number summary if another value, 8, was added to the data set.

Slide 13

Another example of a sample SBAC item – this is a straightforward probability question asking for the expected number of occurrences of each number based on the theoretical probability. Not too different from a NC item; however…

Slide 14

Now the students are being asked to conduct the experiment and spin the spinner 20 times and based on these results answer the following questions. Often we would look at standards and say no way could that be tested but with the use of technology more standards are now testable. Based on a review of the standards, it was determined that all K-‐8 standards were tested except 1 8.G.1; the high school standards were looked at differently due to the + standards. Those + standards designated for 4th year courses would not be considered “testable” by year 3. This information is also available on the SBAC website.

Continuation of the question above, incorporating the student’s experimental results.

Slide 16

You now know everything we know about the SBAC assessments. For further information go to this website.

Math 6-12 Introduction Powerpoint Notes.pdf - NC...

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