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Thursday, June 20, 2013: 1:35 PM-2:30 PM

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Presenters Ellen Whitesides, Illustrative Mathematics Project, Ellen Whitesides Dewey Gottlieb and Stacie Kaichi-Imamura, Hawaii Dewey Gottlieb Michele Mailhot, Maine Michele Mailhot Tracy Gruber, Nevada Tracy Gruber Christine Avila, Idaho Christine Avila Deborah Romanek, Nebraska Deborah Romanek

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Illustrative Mathematics: Building a Community Started thinking about illustrating the standards and moved to dual purpose of illustrating the standards and building a community. 3

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Illustrativemathematics.org Illustrative Mathematics is a community of math teachers, mathematicians, and mathematics educators. We are building our community of professionals by working collaboratively to illustrate the range and types of quality mathematics that students experience in a faithful implementation of the Common Core State Standards. We publish tasks and tools that support implementation of the standards.

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Goals of Illustrative Mathematics Provide a resource for teachers implementing the CCSSM Provide guidance to states, assessment consortia, testing companies, and curriculum developers Create a discerning community of teachers, mathematics educators, and mathematicians who appreciate task writing as an art. Provide a forum for them to work together to develop and review tasks. Recognize strong tasks and their authors.

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Illustrative Mathematics: Illustrating the Standards K-5 Organized by grade level or by domain

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Illustrative Mathematics: Illustrating the Standards Each domain opens into clusters

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Illustrative Mathematics: Illustrating the Standards Illustrative Mathematics facilitates viewing standards across grades to see a progression of mathematical ideas

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Illustrative Mathematics: Illustrating the Standards Organized by conceptual category in high school

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The Standards for Mathematical Practice Illustrative Mathematics: Illustrating the Standards 1. Make sense of problems and persevere in solving them 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to precision 7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning

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Illustrative Mathematics: Illustrating the Standards

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Illustrative Mathematics: Building Community 13 Users comment on tasks, monitoring and contributing to the community. Task writing groups meet to write, discuss, and review tasks both in person and virtually. Teachers use tasks to create classroom lessons or link tasks to each other. Pre-service teachers use review criteria and the iterative process to learn the art of task creation.

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Hawaii

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Our Intention Form a cadre of grades K – 2 teachers Develop a variety of classroom assessment tasks for each Common Core standard for grades K – 2.

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Task Development Teachers were asked to develop a variety of assessment tasks. Task type: interview, constructed response, performance task, activity, or a game. Delivery (for administering task): individual, partner, small group, or whole class.

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Task Development Teachers drew upon 3 resources HIDOE’s “explanation of the standards” document Based upon Arizona DOE’s documents Illustrative Mathematics Tasks and criteria for reviewing tasks Bill McCallum’s progressions documents

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Task Development All tasks were created in the following format: Identify grade level, domain and cluster, and Common Core standard. Student materials needed to complete the task Teacher materials needed to administer the task Directions for administering the task Correct or model answer Student activity sheet and/or teacher recording sheet

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Process One-day training session in April 2012 to begin the process. Follow-up session one month later Teachers were expected to have drafts completed for at least 3 tasks In grade level teams, teachers used a revised version of the Illustrative Mathematics Task Review Form to review and provide constructive feedback.

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What we observed This was “effective teacher development” (Barb Bissell) Teachers had to dive deeper into the meaning of the standards. Teachers treated their team as a PLC. They were collaborating on their own. They requested additional meeting dates.

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Accessing the Tasks Over 200 tasks were developed standardstoolkit.k12.hi.us Hover over “Common Core” Hover over “Mathematics” Click on “Assessments”

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Accessing the Tasks

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Maine

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Substitution Acts as a direct tool substitute, with no functional change Augmentation Acts as a direct tool substitute, with functional improvement Modification Allows for significant task redesign Redefinition Allows for the creation of new tasks, previously inconceivable S A M R

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Substitution Acts as a direct tool substitute, with no functional change Augmentation Acts as a direct tool substitute, with functional improvement Modification Allows for significant task redesign Redefinition Allows for the creation of new tasks, previously inconceivable

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Substitution Acts as a direct tool substitute, with no functional change Graph.Graph. Write equations.Write equations. GeoGebraGeoGebra GrapherGrapher

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Augmentation Acts as a direct tool substitute, with functional improvement Additional tool useAdditional tool use Algebraic-Geometric representationsAlgebraic-Geometric representations iMOvie and Keynote for presentationsiMOvie and Keynote for presentations

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Modification Allows for significant task redesign File Sharing and archivingFile Sharing and archiving Flip the classroomFlip the classroom Students use Annotation tools to comment on and document their own work (archiving)Students use Annotation tools to comment on and document their own work (archiving)

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Redefinition Allows for the creation of new tasks, previously inconceivable Online instructionOnline instruction Publish to the worldPublish to the world Giving and receiving commentsGiving and receiving comments Remote collaborative projectsRemote collaborative projects Interaction with worldwide math communityInteraction with worldwide math community

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The 8 Mathematical Practices Content Standards The use of technology will help support student understanding and demonstration of learning!

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Interactive platform to help students “see” the mathematics in actions Free resource Already developed activities Training available so you can develop your own!

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http://www.illustrativemathematics.org Select Illustrations to search for GeoGebra tasks that are aligned to the CCSSM! 8.G Partitioning a hexagon A-SSE Kitchen Floor Tiles

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How do you currently integrate technology into your mathematics instruction? How might you adjust/change the integration of technology into your mathematics instruction?

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Nevada

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Nevada’s Transition to the Common Core Adding Common Core items to our Criterion Reference Tests (up to 15% per grade level) Instructional Materials with student field test data. www.doe.nv.gov

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Selected Response Example A 2-dimensional shape is created when a plane slices through a rectangular prism, as described below. The plane passes through two vertices on the top face of the prism and one vertex on the bottom face of the prism. The plane is not perpendicular to the bottom face of the prism. Which of these could be the 2-dimensional shape created by the slice? A rectangle B rhombus C trapezoid D triangle

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Multiple Choice Field Test Data

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Constructed Response Example A company makes red markers and black markers and puts them into boxes. There are 5 markers in each box of red markers. There are 10 markers in each box of black markers. A Copy the table below into your Answer Document. Complete the table to show the numbers of red markers and black markers in different numbers of boxes. B The company sends a shipment of markers to a store. The number of boxes of red markers is equal to the number of boxes of black markers in the shipment. There are exactly 75 red markers in the shipment. The store manager wants to find the number of black markers in the shipment. He uses the mathematical expression described in numerals and words below. --- divide 75 by 5, then multiply the quotient by 10 Write the expression as a mathematical expression using numerals and symbols, without performing any of the operations. Explain why this expression can be used to find the number of black markers in the shipment.

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Student Response Example

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Common Core Instructional Resources Created professional development documents using the Illustrative Mathematics Project as a guide for helpful tips and intent of the standard. http://www.doe.nv.gov/APAC_Mathematics/

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Professional Development Resource Components Example Standard Questions to Focus Learning Student Friendly Objectives Knowledge Targets Reasoning Targets Vocabulary Teacher Tips Vertical Progressions

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Idaho

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MET II C-TaP Regional Centers Common Lenses Improving Instruction for ALL

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Nebraska

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Questions?

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Contact information Illustrative Mathematics Project Ellen WhitesidesEllen Whitesides, (ellen.whitesides@gmail.com)ellen.whitesides@gmail.com Hawaii Dewey GottliebDewey Gottlieb (Dewey_Gottlieb/CIB/HIDOE@notes.k12.hi.us) and Stacie Kaichi-Imamura ( Stacie_kaichi@notes.k12.hi.us)Dewey_Gottlieb/CIB/HIDOE@notes.k12.hi.us Stacie_kaichi@notes.k12.hi.us Maine Michele MailhotMichele Mailhot (Michele.R.Mailhot@maine.gov)Michele.R.Mailhot@maine.gov Nevada Tracy GruberTracy Gruber (tgruber@doe.nv.gov)tgruber@doe.nv.gov Idaho Christine AvilaChristine Avila (cavila@sde.idaho.gov)cavila@sde.idaho.gov Nebraska Deborah RomanekDeborah Romanek (Deb.Romanek@nebraska.gov )Deb.Romanek@nebraska.gov

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Thank you!!

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