Shifts in Mathematics Session. Outcome: Principals will become aware of expected shifts in...
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Transcript of Shifts in Mathematics Session. Outcome: Principals will become aware of expected shifts in...
Shifts in Mathematics Session
Welcome Principals!
Outcome:Principals will become aware of expected shifts in mathematics instruction.
Shifts in Mathematics Instruction
1. Focus2. Coherence3. Fluency4. Deep
Understanding5. Application6. Dual intensity
Shifts in Mathematics
Locate this document.
Task:Create a representation on your chart paper that summarizes your group’s assigned “SHIFT”.
Group Sharing
• Will they need to stop for gas? Explain your reasoning.
• Suppose they decide to stop for gas and the stop takes 30 minutes. If they continue their trip at the same speed, at what time will they reach LA?
The figure below shows a conversation between two friends.
Appendix F- ITN 2012-31-PARCC Item Development
270
LET’S LOOK AT A MATHEMATICS TASK OF THE
FUTURE
9:20 AM
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
35 miles ? miles
1 gallon 7.5 gall
1 of a 15 gallon tank = 7.5 gallons
2
35miles 7.5 gallons 35 7.5 262.5 miles
1 gall
o
on 1
ns
Solution
At what time will they arrive in Los Angeles?
Driving 270 miles at 55 miles per hour will take 4 hours and 54 minutes. According to the clock the current time is 9:20 a.m.. This means that they will arrive in Los Angeles at 2:44 p.m.
270 miles 1 hour 2704.9 hours 4 hours 54 minutes
1 55 m
1 hour ? hours
55 miles 270
iles 5
m l
5
i es
Solution
4 hours 54 minutes plus 30 minutes ≈ 5 hours 24 minutes
Expected Format Changes in
Mathematics Tasks
In addition to traditional tasks, students also will be asked to complete tasks that:
• assess more than one content
standard.• simultaneously assess content and practice standards.
• are not scaffolded.• take an extended period of time to complete.
Some Content ShiftsAWAY FROM TOWARD
Solving equations mechanically
Solving equations as a process of reasoning
Limiting word problems that invite arithmetic skills
Including word problems that invite algebraic approaches
Limiting integer algebra
Including rational number algebra
Mechanically simplifying or expanding expressions
Using properties of operations to rewrite expressions
Appendix F- ITN 2012-31-PARCC Item Development
• Will they need to stop for gas? Explain your reasoning.
• 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?
The figure below shows a conversation between two friends.
Appendix F- ITN 2012-31-PARCC Item Development
270
9:20 AM
• Which “Shifts” and “Changes”
are represented by this task?
• Why do you think so?
LET’S LOOK AT A MATHEMATICS TASK OF THE
FUTURE
Debriefing the Task
• 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.
• The task:• is not scaffolded.• takes an extended amount of time to solve. • assesses both content and practice standards.• assesses more than one content standard.
Mathematics Instruction of the
Future
To successfully implement the Common Core Mathematics Curriculum, what must mathematics teachers:
• KEEP DOING???
• STOP DOING???
• START DOING???
Academy at a Glance
Day 1Session Audience Time
FrameSession Focus
MorningSchool Teams
Three 1-hour
Rotations
Comparison between the Literacy Standards and the Standards for Mathematical Practice
Afternoon
Mathematics
Teachers by Level
One2-hour and 50 minute
block
Review • Unit Plans• Lesson Seeds
PrincipalsFour
45-minute rotations
Shifts in Mathematics
Academy at a Glance
Day 2Session Audience Time
FrameSession Focus
Morning
Mathematics Teachers by Level
One3-hour block
Review• Lesson Plans • PARCC Task Types
Afternoon N/A
One3-hour block
Project Development
Academy at a Glance
Day 3Session Audience Time Frame Session Focus
Morning
Mathematics Teachers by Level
One3-hour block
Project Presentationsand
Shifts in Mathematics
Afternoon
School Teams
One3-hour block
Planning Meetings
Project Choices
Professional Development
Module
Enrichment
Activity
Intervention
Activity
UDLActivity
Preparing for Tuesday Afternoon’s Project
Exit Ticket
Please share your questions and concerns on the provided Exit Ticket.