# © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Taking a Look at Rigor.

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© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Taking a Look at Rigor

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Session Objectives 2 Examine rigor from an assessment perspective. Examine Mid-Module and End-of-Module Assessment Tasks for G2—M3 and or G5—M3, including the accompanying rubrics and samples of student work. Explore PARCC Type I, Type II, and Type III tasks and compare them to problems in G2—M3 and G5—M3 and show how the tasks in our modules thoroughly address the PARCC Type II and Type III tasks. Analyze the rigor evident in the assessment tasks.

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units G2—M3 Mid-Module Assessment Task 5 Complete the G2-M3 Mid-Module Assessment Task as you think a student might solve the problem. Compare your solution to that of a colleague.

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Score using the rubric 10 Score your own work using the rubric.

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Analyze the Task 11 What makes the assessment task rigorous? What fluencies are required? What conceptual understandings are required in the task? What mathematical practices are evidenced in this task?

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Analyze and Score the Student Work 12 Use the scoring rubric and the Progress Toward Mastery Chart to score and analyze Christopher, Jessica, and Jackson’s work.

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Plan Based on the Results 13 How can the student work be used to inform and/or modify instruction? How can the student be empowered by an assessment task?

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units G5—M3 End-of-Module Assessment Task 15 Complete the G5-M3 End-of-Module Assessment Task. Score your work using the rubric. Score student work using the rubric.

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Analyze the Task 16 What makes the assessment task rigorous? What fluencies are required? What conceptual understandings are required in the task? What mathematical practices are evidenced in this task?

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Plan Based on the Results 17 How can the student work be used to inform and/or modify instruction? How can the student be empowered by an assessment task?

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Protocol Notes 18 Both assessments are about ½ class period in Grade 2, about 1 class period in Grade 5 and are independently completed by the students without assistance. The assessment tasks should be new to students and not preceded by analogous problems.

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units PARCC Tasks 20 Both the mid-module and end-of-module assessments prepare students for PARCC assessments.

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units PARCC Type I Tasks 21 Assess concepts, skills and procedures Include a balance of conceptual understanding, fluency, and application Can involve any or all mathematical practice standards Are machine-scored including innovative, computer- based formats

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units PARCC Type II Tasks 24 Assess ability to express mathematical reasoning Call for written arguments/justifications, critique of reasoning, or precision in mathematical statements (MP.3, MP.6) and can involve other mathematical practice standards Are hand-scored, or machine-scored with innovative computer-based formats, or a combination

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units PARCC Type III Tasks 26 Assess modeling/applications Call for modeling/application in a real-world context or scenario (MP.4) and can also involve other mathematical practice standards Are hand-scored, machine-scored with innovative computer-based formats, or a combination

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Guiding Questions 29 How do the assessment tasks reflect the PARCC item types?

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Key Points 30 Rigor is an intense balance of procedural skill and fluency, conceptual understanding, and application. Assessment tasks in A Story of Units Are similar to problems on The Illustrative Mathematics Project and PARCC sample tasks, preparing students for PARCC assessments Address multiple content and practice standards Provide formative information Give a detailed insight into students’ thinking, reasoning, and understanding

© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Next Steps 31 What are next steps for you and your team for implementing rigorous PARCC aligned assessments in your schools?