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© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Assessment in A Story of Units.

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Presentation on theme: "© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Assessment in A Story of Units."— Presentation transcript:

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

2 © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Unit Form can be written in unit form in different ways: 2 hundreds 3 tens 23 tens 230 ones 2300 tenths etc.

3 © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Do Now! Exit Ticket 3 Please complete an Exit Ticket on your tables for two minutes.

4 © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Exit Ticket Debrief 4 Share your ticket with your triad for 3 minutes, 1 minute for each lessons 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.

5 © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM 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.

6 © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM 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

7 © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Informal Assessment in A Story of Units 7 Assess Analyze Plan Teach

8 © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Informal Assessment within Lesson Components 8

9 © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM 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.

10 © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM 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?

11 © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units The Concept Development 11 Problem 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.

12 © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units The Debrief 12 How can whole number multiplication help you with decimal multiplication?

13 © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM 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.

14 © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Units in Expanded Form 14 7 × × × 1 = × 1 = × 1 =

15 © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM 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

16 © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM 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.

17 © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM 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

18 © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Formal Assessment in A Story of Units 18 Assess Analyze Plan Teach

19 © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Formal Assessment 19 Mid-Module Assessment Task End-of-Module Assessment Task

20 © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Assess 20 Complete the Grade 5 End-of-Module 1 Assessment.

21 © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Analyze 21 Student work samples A – F using the rubric. Give each a score.

22 © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM 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.

23 © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM 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?

24 © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Teach 24 Implement the plan stemming from the analysis.

25 © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Key Points 25 Assess Analyze Plan Teach

26 © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM 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?


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