KCCRS- Mathematics Building Quality Formative Tasks & Interventions KSDE Pre-Conference October 2014

Goal: To provide a process for teachers and districts in creating quality standards- aligned formative assessments and interventions for the Kansas College and Career Ready Standards for Mathematics.

In Grade-Band Teams: 1.Read the Standard at your table. 2.Discuss & complete column 1 of the template 3.Create a poster with the following details: Big Mathematical Idea or Goal of the Standard What is the “Grain Size” of this Standard? Write an assessment question that is aligned to this standard and addresses the Big Idea or Goal. Record intervention ideas for struggling learners. 4. Be prepared to share posters. TEAM TASK 1

Share the Posters What differences do you notice in the posters:  Big Ideas for the Standard  Grain Size  Assessments  Interventions

How should educators increase their understanding of the content within the Kansas College and Career Ready Standards for Mathematics in order to create quality formative assessments and interventions?

Pg 4

Where is this in the standards? Look in the Kindergarten and First Grade standards. This particular concept is not specifically stated within the standards but it is a critical concept that all students are to be able to perform and understand.

Decomposition of Number Students then need to extend this concept into decomposition of number which is the foundation for the fundamental properties of operations. The ability to be able to decompose numbers in intuitive ways leads to the flexible use of the properties of operations.

Learning Progression 1 st Grade Pg 15

3 rd Grade Pg 26

3 rd Grade ~ Fraction Understanding (NF pg. 3)

Ratios Pg 3 Pg 4

Pg 9 Pg 10

Functions 8-12 Pg 6

Functions Pg 6Pg 8

Building Quality Standards- Aligned Formative Assessments and Interventions

In Grade Band Teams: 1.Read the Learning Progression for your standard. Analyze the Content Emphases document for your assigned grade level. Complete column 2 of the template 2.Using a different colored marker, revise your Poster to include NEW information for the following: Big Mathematical Ideas the Standard (Learning Progression) What is the “Grain Size” of this Standard? (Content Emphases) Write an assessment question that addresses the Big Idea or Goal for this Standard (Learning Progression) Record ideas for Interventions for struggling learners by “back mapping” to the previous grade levels to identify possible gaps in learning. (Learning Progression) 3.Be prepared to discuss similarities/differences between Task 1 and 2. TEAM TASK 2

How do the Learning Progression help us establish goals to focus learning? How should the Learning Progressions influence instruction? How does knowing the Grain Size influence planning? Why is it important to know where our students are coming from and where they are going in creating quality formative assessments? Whole Group Summarizing

Final Thoughts: Effective Mathematics Teaching... begins with a shared understanding among teachers of the mathematics that students are learning and how the mathematics develops along learning progressions. Both teachers and students need to be able to answer these critical questions:  What mathematics is being learned?  Why is it important?  How does it relate to what has already been learned?  Where are these mathematical ideas going?

How might this process be used in your district with your teachers?

Contact us: Melissa Fast: Melisa Hancock: Debbie Thompson: