1. UNWRAPPING THE MATH BUNDLES DIANE FOLEY, NETWORK LEADER CFN 204 Paul Perskin pperskin@schools.nyc.gov

2. Agenda  Citywide Instructional Expectations  What’s available?  Overview of what’s included in the tasks  A Closer Look  Getting it out to your staff

3. Why the push for rigorous tasks?  To use as a vehicle for examining student work, developing a shared understanding of success as defined by the new standards, and determining how to adjust teacher practice to support student development along the continuum of college and career readiness.  The goal is that, through the work of implementing a task, teachers will begin to adjust their curriculum and instruction to help all students move toward the higher expectations of the Common Core.

4. Rigorous Curriculum and Tasks for All Students  The expectation is that we:  Engage all students in at least one math task aligned to strategically selected Common Core standards. These tasks should be embedded in Common Core-aligned curricula and include multiple entry points for all learners, including students with disabilities and English language learners.

5. CITYWIDE INSTRUCTIONAL EXPECTATIONS FOR 2011-12

6. Standards of Practice  Model with mathematics*  Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace.  Construct viable arguments and critique the reasoning of others  The ability to clearly construct and analyze mathematical arguments, evaluating and articulating the reasoning behind claims

7. What is currently accesible? Grade BandMath Task Pre-K - K Pre-K: How many little seeds? Kindergarten: Books on Shelves 1 - 2 Grade 1: Nina’s numbers Grade 2: Singing Songs 3 - 5 Grade 3: Wild Turkeys Grade 4: Farmer Fred Grade 5: Stuffed With Pizza 6 - 8 Grade 6: Ratios & Proportional Reasoning Grade 7: Proportional Reasoning Grade 8: Expressions & Equations Please note that all grades have a Common Core Aligned Task posted. Additionally, general guidance on supporting ELLs in ELA/Literacy and Mathematics and general guidance on supporting Students with Disabilities.ELA/LiteracyMathematicsStudents with Disabilities

8. Where did these tasks originate?  NYC educators and national experts worked throughout the 2010-2011 school year to develop Common Core-Aligned Tasks embedded in a unit of study.  To access these tasks, go to the:  DOE Homepage (schools.nyc.gov)  Academics  Common Core Library  See Student Work.

9. What do the bundles contain?  Unit Overview  Task Details  Task Name  Grade  Subject  Depth of Knowledge  Task Description  Standards Assessed  Standards for Mathematical Practice  UDL Principles  Rubric  Annotated Student Work  Instructional Supports

10. Instructional Supports  Each Common Core Aligned Task is accompanied by a variety of instructional supports to assist educators in integrating the tasks into instruction.  Some materials include : Culminating performance tasks Guidance around use of Universal Design for Learning* (UDL) principles for each task Rubrics and/or scoring guides Annotated student work ranging across levels Unit outlines developed using the Understanding by Design (UBD) framework, aligned to CCLS Standards Additional assessments and learning activities (e.g. initial, formative assessments)

11. How will schools use these tasks?  Schools may choose to:  use all or portions of the materials provided to fulfill the 2011-12 Instructional Expectations or to provide guidance when looking at student work or creating their own tasks and units.

12. Grade 4: Farmer Fred  Take a few minutes to read over the first two pages of Grade 4, which include the Unit Overview and the Table of Contents  With the other participants at your table, discuss what stands out to you?  Take a few minutes to read over the first two pages of Grade 4, which include the Unit Overview and the Table of Contents  With the other participants at your table, discuss what stands out to you?

14. Grade 3 Wild Turkeys

15. Annotated Student Work

16. Annotated Student Work, continued

17. Unit Outline  The grade 3 task has a unit outline which contains 11 tasks that build algebraic thinking eventually leading to the culminating task: Wild Turkeys

18. How can teachers use this information?  Teachers may use this CC Aligned Task as it is described, integrate parts of it into a currently exisiting curriculum unit, or use it as a model or checklist for a currently existing unit on a different topic.  More importantly, how does this help your school and your teachers?

19. Grade 7 Proportional Reasoning

20. Grade 7 Math: Proportional Reasoning

21. Table of Contents

22. Assessment with Student Work

23. Benchmark Paper

24. Benchmark Papers with Rubrics

25. Assessment with Student Work

26. Benchmark Paper

27. Instructional Supports  These instructional supports include three arcs of related lessons: a sequence of high-level instructional tasks that address the set of targeted Common Core State Standards for Mathematical Content and Common Core State Standards Standards for Mathematical Practice assessed in the first performance-based assessment related to Ratios and Proportional Relationships.  The tasks are designed to support student learning in preparation for Assessment #1. Each of the high-level instructional tasks are accompanied by a lesson guide.

28. Proportional Reasoning Tasks Grade 7, ARC # 1

29. Proportional Reasoning Tasks Grade 7, ARC # 1, cont.

30. Lesson Guides  The lesson guides provide teachers with the mathematical goals of the lesson, as well as possible student solution paths, errors and misconceptions for engaging students in rigorous teaching and learning.  Teachers may choose to use them to support their planning and instruction while teaching the arcs of lessons.

31. Questions to ponder  Does your current curriculum have tasks, lessons and assessments aligned with the Common Core?  If not, what assistance will we need to give our teachers to help them align the tasks and lessons they already have in place?

33. Supporting implementation of citywide instructional expectations  Identify teachers to help lead with this process.  Analyze tasks to identify gaps.  In teams, look closely at resulting student work to continue the cycle of inquiry, making future instructional adjustments and communicating lessons learned to other school staff.