1. 2014 Summer Session Day 1

2. Today’s Agenda Stipends SCECH’s Sign-in and out! Moodle www.sresd.org

3. 3 Day Goals Explore 3 Act Tasks Planning: Create a 3 Act Task Writing Assessment Items: 3 Act Task Enhance a Unit Assessment

4. Today’s Agenda Components of a 3 Act Task Webinar Pyramid Problem 5 Practices and Common Core Overview Writing Common Core Assessment Items Intro to 3 ACT Project and Planning

5. Today’s Agenda Components of a 3 Act Task What is a 3 Act Task?3 Pyramid Problem 5 Practices and Common Core Overview Writing Common Core Assessment Items Intro to 3 ACT Project and Planning

6. Pyramid Problem

7. 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?

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

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

10. Today’s Agenda Components of a 3 Act Task Resources for 3 Act Tasks: 3 Acts Explained Answering the “WHY’S” Pyramid Problem 5 Practices and Common Core Overview Writing Common Core Assessment Items Intro to 3 ACT Project and Planning

11. Today’s Agenda Components of a 3 Act Task Where can I find 3 Act Tasks? National Council of Supervisors of Mathematics Moodle Pyramid Problem 5 Practices and Common Core Overview Writing Common Core Assessment Items Intro to 3 ACT Project and Planning

13. A Brief Review… Common Core/5 Practices

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

15. 5 Practices for Orchestrating Productive Mathematics Discussions 1. Anticipating 2. Monitoring 3. Selecting 4. Sequencing 5. Connecting

17. Content Standards The Assessment

19. 8 Practice Standards Rich Tasks Content Standards

20. 1 2 3 4 5 6 7 8 Standards for Mathematical Practice

21. 8 Practice Standards Content Standards SBAC Assessment

22. Practice Standards Rich Tasks Content Standards

23. 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.”

24. 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.”

25. 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.”

26. The Claims Depth of Knowledge Smarter Balanced Assessment Consortium

28. 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?

29. 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

30. 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.

31. 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?

32. EXPRESSIONS: Checkmark Grid

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

34. Sample Item 3: RICH TASK/Constructed Response Take a moment and solve item number 43027, 4352 or 4358: With your table mates: 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?

35. RICH TASK/Constructed Response

38. 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.

39. Sample Item 1: Number Line Writing Assessment Items

40. 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.

41. Today’s Agenda Components of a 3 Act Task Where can I find 3 Act Tasks? National Council of Supervisors of Mathematics Moodle A4a.learnport.org Pyramid Problem 5 Practices and Common Core Overview Writing Common Core Assessment Items Intro to 3 ACT Project and Planning

42. 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

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

44. Evaluation Form Sign out! See you tomorrow!