Post on 20-Jan-2016
2014 Summer SessionDay 1
3 Day Goals
• Planning: Writing Assessment Items and Choosing a 3 Act Task
• Create a 3 Act Task
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
Pyramid Problem
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?
Pyramid Problem Act 2
• What information do you need to solve the problem?
Now do the math!
Pyramid Problem Act 3
How many pennies are there?
BREAK
• List the 5 Practices• Write a brief one sentence
summary for each practice
Pop Quiz
5 Practices for Orchestrating Productive Mathematics Discussions
1. Anticipating
2. Monitoring
3. Selecting
4. Sequencing
5. Connecting
Before the
Common Core…
Content Standards
The
Assessment
HSCE’s
MME
… andAfter
8 Practice Standards
Rich Tasks
Content Standard
s
8
Practice
Standards
Rich TasksContent Standards
8 Practice
Standards
Rich Tasks
Content Standard
s
8 Practice Standards
Rich Tasks
Content Standards
8 Practice Standards
Rich Tasks
Content
Starards
8 Practice Standards
Content Standards
SBAC Assessmen
t
Practice Standards
Content Standards
SBAC Assessmen
t
Practice Standards
Rich Tasks
Content Standard
s
Standards define what students should understand and be able to do (these are the actual content statements or mathematical objectives K-12)
Clusters are groups of related standards.
Domains are large groups of related standards or clusters.
What are The Content Standards?
Make sense of problems and persevere in solving them.1 Reason abstractly and quantitatively.2 Construct viable arguments and critique the reasoning of others.3 Model with mathematics.4 Use appropriate tools strategically.5 Attend to precision.6 Look for and make use of structure.7 Look for and express regularity in repeated reasoning.8St
anda
rds
for
Mat
hem
atica
l Pr
actic
e
Depth of Knowledge
LUNCH
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?
• Compare and contrast this item with items you have seen or used in the past.
• How might this impact future assessment?
EXPRESSIONS: 4-in-1
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.
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?
EXPRESSIONS: Checkmark Grid
Now it’s Your Turn:Write a “Checkmark Grid” question that targets a concept for your grade level.
Share your question with your group.
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?
RICH TASK/Constructed Response
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.
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?
RICH TASK/Constructed Response
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.
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?
RICH TASK/Constructed Response
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.
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.
Steps to find Dan Meyer’s Spreadsheet1.Google – Dan Meyer’s Three Act Task Google
Doc2.Click on the first linkThe 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
Creating a 3 Act TaskIn 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
FOR TOMORROW: Bring your computer, an exam from the first part of the year,
and any props needed for your 3 Act Lesson
See you tomorrow!
• 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.
Super Stairs Act 2
• What information do you need in order to solve this problem?
• Solve the problem. Be prepared to share your results.
Super Stairs Act 2