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SCS -TNCore Rollout 2013 Study Group # 1

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Common Core State Standards Module 1: An Introduction: Making Sense of Tasks Setup and Implementation

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Session Goals Review the TNCore Beliefs Reflect on an overview of the Instructional Shifts and Changes from SY to SY to make sense of the Implementation and Rationale of CCSS impacts student performance Compare and contrast the four cognitive levels of a task using TAG (Task Analysis Guide) Analyze and Label 3 Math Tasks to determine the cognitive demand level of each task

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Rationale Tasks form the basis for students’ opportunities to learn what mathematics is and how one does it, yet not all tasks afford the same levels and opportunities for student thinking. By analyzing instructional and assessment tasks that are for the same domain of mathematics, teachers will begin to identify the characteristics of high level tasks, differentiate between those that require problem-solving and those that assess specific mathematical reasoning. (IFL TNCore Training Manual, 2013). Why is this important?

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Instructional Shifts Focus strongly where the Standards focusFocus 2. Coherence: think across grades, and link to major topics* within gradesCoherence 3. Rigor: in major topics* pursue: Rigor conceptual understanding, procedural skill and fluency, and application with equal intensity. Source: Student Achievement Partners Revised (7.2.12)

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th Grade Dropped SPIs NOTE: THESE SPIs WILL NOT APPEAR ON THE TCAP ACHIEVEMENT AND EOC EXAMS. THE SPIs ANNOUNCED FOR REMOVAL ON THE TESTS WILL STILL BE ASSESSED ON THE SPRING, 2013 TCAP TESTS DROPPED IN AND SPI Represent on a number line the solution of a linear inequality. SPI Use order of operations and parentheses to simplify expressions and solve problems. SPI Use algebraic expressions and properties to analyze numeric and geometric patterns. SPI Select the qualitative graph that models a contextual situation (e.g., water filling then draining from a bathtub). SPI Identify, define or describe geometric shapes given a visual representation or a written description of its properties. SPI Solve problems using the Triangle Inequality Theorem. SPI Given the volume of a cone/pyramid, find the volume of the related cylinder/prism or vice versa. SPI Determine the theoretical probability of simple and compound events in familiar contexts. WILL BE DROPPED IN SPI Solve two-step linear equations using number sense, properties, and inverse operations. SPI Find a missing angle measure in problems involving interior/exterior angles and/or their sums. SPI Determine the surface area and volume of prisms, pyramids and cylinders.

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th Grade Dropped SPIs DROPPED IN AND SPI Use rational numbers and roots of perfect squares/cubes to solve contextual problems. SPI Determine the approximate location of square/cube roots on a number line. SPI Determine whether a relation (represented in various ways) is a function. SPI Given a table of inputs x and outputs f(x), identify the function rule and continue the pattern. SPI Solve linear inequalities in one variable with rational coefficients symbolically or graphically. SPI Use SSS, SAS, and AA to determine if two triangles are similar. SPI Interpret and employ various graphs and charts to represent data. SPI Select suitable graph types (such as bar graphs, histograms, line graphs, circle graphs, box-and-whisker plots, and stem-and-leaf plots) and use them to create accurate representations of given data. WILL BE DROPPED IN SPI Apply scale factor to solve problems involving area and volume.

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th Grade Dropped SPIs DROPPED IN AND SPI Solve and graph linear inequalities in two variables. SPI Convert between and within the U.S. Customary System and the metric system. SPI Identify the intersection of two or more geometric figures in the plane. SPI Calculate probabilities of events for simple experiments with equally probable outcomes. SPI Use a variety of methods to compute probabilities for compound events (e.g., multiplication, organized lists, tree diagrams, area models). WILL BE DROPPED IN No additional dropped SPIs for

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Focus Clusters 6th Grade Understand ratio concepts and use ratio reasoning to solve problems. Apply and extend previous understandings of arithmetic to algebraic expressions. Apply and extend previous understandings of numbers to the system of rational numbers. Reason about and solve one-variable equations and inequalities. 7th Grade Analyze proportional relationships and use them to solve real-world and mathematical problems. Solve real-life and mathematical problems using numerical and algebraic expressions and equations. Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. Use properties of operations to generate equivalent expressions. 8th Grade Understand the connections between proportional relationships, lines, and linear equations. Define, evaluate, and compare functions. Analyze and solve linear equations and pairs of simultaneous linear equations. Use functions to model relationships between quantities.

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CRA’s and TCAP Constructed Response Assessments First administration: October 22, 2013 Second administration: February 19, 2014 TCAP: April 29, 2014 to May 5, 2014

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Task Analysis Guide (TAG) Memorization Procedures Without Connections Procedures with Connections Doing Mathematics

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Low Cognitive Level Tasks Memorization Procedures Without Connections

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High Cognitive Level Tasks Procedures with Connections Doing Mathematics

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WHICH COGNITIVE LEVEL AM I?

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Task Analysis Guide Memorization Procedures without Connections Procedures with Connections Doing Math

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Final Thoughts Bridge to Practice Big Ideas Take-Aways I Need More

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