1. 2014 Summer Session Day 1

2. 3 Day Goals Planning: Writing Assessment Items and Choosing a 3 Act Task Create a 3 Act Task

3. 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

4. Pyramid Problem

5. 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?

6. Pyramid Problem Act 2 What information do you need to solve the problem? Now do the math!

7. Pyramid Problem Act 3 How many pennies are there?

9. A Brief Review… Common Core/5 Practices

10. List the 5 Practices Write a brief one sentence summary for each practice Pop Quiz

11. 5 Practices for Orchestrating Productive Mathematics Discussions 1. Anticipating 2. Monitoring 3. Selecting 4. Sequencing 5. Connecting

13. Content Standards The Assessment

16. 8 Practice Standards Rich Tasks Content Standards

17. 8 Practice Standards Rich Tasks Content Standards

18. 8 Practice Standards Rich Tasks Content Standards

19. 8 Practice Standards Rich Tasks Content Standards

20. 8 Practice Standards Rich Tasks Content Starards

21. 8 Practice Standards Content Standards SBAC Assessment

22. Practice Standards Content Standards SBAC Assessment

23. Practice Standards Rich Tasks Content Standards

24. 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?

25. 1 2 3 4 5 6 7 8 Standards for Mathematical Practice

26. CLAIMS FOR MATHEMATICS ASSESSMENT Claim #1 – Concepts & Procedures “Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.” Claim #2 – Problem Solving “Students can solve a range of complex well- posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.”

27. CLAIMS FOR MATHEMATICS ASSESSMENT Claim #3 – Communicating Reasoning “Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.” Claim #4 – Modeling and Data Analysis “Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.”

28. CLAIMS FOR MATHEMATICS ASSESSMENT OVERALL CLAIM FOR GRADES 3–8 “Students can demonstrate progress toward college and career readiness in mathematics.” OVERALL CLAIM FOR GRADE 11 “Students can demonstrate college and career readiness in mathematics.”

29. Depth of Knowledge

30. The Claims Depth of Knowledge Smarter Balanced Assessment Consortium

32. 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?

33. 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

34. 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.

35. 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?

36. EXPRESSIONS: Checkmark Grid

37. Now it’s Your Turn:  Write a “Checkmark Grid” question that targets a concept for your grade level.  Share your question with your group.

38. 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?

39. RICH TASK/Constructed Response

40. 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.

41. 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?

42. RICH TASK/Constructed Response

43. 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.

44. 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?

45. RICH TASK/Constructed Response

46. 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.

47. Sample Item 1: Number Line Writing Assessment Items

48. 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.

49. Steps to find Dan Meyer’s Spreadsheet 1.Google – Dan Meyer’s Three Act Task Google Doc 2.Click on the first link The 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 Meyerhttp://www.101qs.com/

50. Creating a 3 Act Task In 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

51. FOR TOMORROW: Bring your computer, an exam from the first part of the year, and any props needed for your 3 Act Lesson

52. See you tomorrow!

54. Super Stairs Act 1

55. 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

56. What information do you need in order to solve this problem? Solve the problem. Be prepared to share your results. Super Stairs Act 2

57. Super Stairs Act 3