Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License An Overview of the EQuIP Rubric for Lessons & Units Dana Cartier ISBE Math Content Area Specialist

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EQuIP Rubric 1.Guide for lesson plan/unit alignment 2.Rating scale - NOT recommended for classroom use or teacher evaluation Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Dimension I: Alignment to the CCSS Targets Standard(s ) Content standards Practice Standards Balance Procedural Skill Conceptual Understanding

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Dimension II: Key Shifts in CCSS Focus Coherence Rigor

Focus Coherence Rigor

Focus Consider what is not said Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Math “needs to lose a few pounds” (p.3) “Teach less, learn more” “Cannot add “just one more thing” Grade-level work begins during the first two to four weeks of instruction Differentiation Extensions

Grade 6 Cluster Emphases 22

Topic and grade level introduced in Standards Probability, including chance, likely outcomes, probability models. 7 Statistical distributions, including center, variation, clumping, outliers, mean, median, mode, range, quartiles; and statistical association or trends, including two-way tables, bivariate measurement data, scatter plots, trend line, line of best fit, correlation. 6 Similarity, congruence, or geometric transformations. 8 Symmetry of shapes, including line/reflection symmetry, rotational symmetry. 4

Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Which two of the following represent areas of major focus for the indicated grade? KCount to 100 by ones & tensRepresent addition as putting together Classify objects and count the number of objects in categories 1Compare and order the lengths of objectsAdd & Subtract within 20Interpret Data 2 Estimate lengths of objects using standard units Solve word problems involving $1 bills, quarters, dimes, nickels and pennies Compare 2 three digit numbers using >, = & < 3 Solve one-step word problems involving mass or volume Generate measurement data by measuring lengths using rulers: ½ & ¼ Develop understanding of fractions as numbers 4 Solve word problems involving multiplication of a fraction by a whole number Understand decimal notation for fractions & compare decimal fractions Find factor pairs for whole numbers to Convert among different sized standard measurement units within a given system Add & Subtract fractions with unlike denominators Relate volume to the operations of multiplication and addition 6Divide fractions by fractions Solve problems by graphing points in all 4 quadrants of the coordinate plane Develop understanding of statistical variability 7Find probabilities of compound events Solve real world problems involving the four operations with rational numbers Compute unit rates associated with ratios of fractions 8Analyze and solve pairs of simultaneous linear equations Understand & apply the Pythagorean Theorem Construct and interpret scatter plots for bivariate measurement data

Coherence Practice-content coherence Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Math should make sense A progression of learning Use supporting material to teach major work Coherence supports focus

Rigor Balance with equal intensity – Conceptual understanding – Procedural skill and fluency – Application Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Grade 2 Measurement and Data Cluster: Work with time and money Standard: 8. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. 1. How many cents do you have if you have two dimes and a nickel? 2. What are all the different ways you can make 25 cents?

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Professional Development Modules Intro to Math Shifts Deep Dive into the Math Shifts

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Guidance Accuracy Engagement Instructional Expectations Differentiation Dimension III: Instructional Supports

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Dimension IV: Assessment Observable Evidence of Learning Assesses Proficiency Aligned Rubrics/Scoring Guides

Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Work in teams Each person answers independently on back post-it placed on back of tasks. Guess the grade for each task Guess the standard(s) for each task Discuss and determine team answer Try this activity without looking at standards!

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Practice Tests 34 practice.parcc.testnav.com

Evidence Tables

Evidence Statements Derived from Exact Standards 36 For the PBA, tasks will assess 3.OA.3. This CCSS has been split into 4 Evidence Statements 3.OA.3-1, 3.OA.3-2, 3.OA.3-3 and 3.OA.3-4. The full text of 3.OA.3 is listed in the CCSS. For Type 1 tasks, “Evidence Statement Text” may represent all or part of CCSS. “Clarifications” provide item developers with guidance on the depth and breadth of the tasks. “MP” - Mathematical Practices provide guidance on how content should be connected to practices. Mathematical Practices listed on the top row are Ipso Facto. The se MP’s are a direct consequence of the Evidence Statement. MP’s listed on the second row were considered when developing items.

Where to Access Exemplar Sample Lesson Plans/Units Click Mathematics Click Lessons Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License IL Model Curriculum Exemplars or Exemplars if Improved Grade 6, Unit 2 Grade 8, Unit 4

EQuIP Resources Optional Lesson Plan Template Grades K-12 Web-based version PDF version and Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Exit Ticket 3 resources to look at closer. 2 things to start doing. 1 thing to stop doing. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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