1. By: Marcy Myers

2. http://answergarden.ch/view/63462

4.  Performance tasks challenge students to apply their knowledge and skills to respond to complex real-world problems. They can best be described as collections of questions and activities that are coherently connected to a single theme or scenario. These activities are meant to measure capacities such as depth of understanding, writing and research skills, and complex analysis, which cannot be adequately assessed with traditional assessment questions. (Smarter Balanced, 2012)Smarter Balanced, 2012

5. Retrieved from: Smarter Balanced Smarter Balanced

6.  Type I tasks include a balance of conceptual understanding, fluency, and application. These tasks can involve any or all mathematical practice standards.

7.  Type II tasks call for written arguments/justifications, critique of reasoning, or precision in mathematical statements (MP. 3, 6). These tasks can also involve other mathematical practice standards.

8.  Type III tasks call for modeling/application in a real-world context or scenario (MP.4) and can also involve other mathematical practice standards.

9.  Standards  Mathematical Practices (Begin Here) 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning

10.  Begin with Real World and use factual data  Then move to abstract or symbolic  Do not use distracting graphs, pictures, etc.  Non Math vocabulary 1 grade level below

11.  Concise Questions  Time for Exploration  creating conjectures and understanding  perplexity or wonder Photos or videos are useful

12.  Allow time for Communication  MP 3 Construct viable arguments and critique the reasoning of others  Develop roles in small group (facilitator, recorder, manager, reporter)  Allow think time begin with individual time  Anticipate Questions  Group asks question guide thinking “no answers”  Set Clear Expectations (consistent)  Some problems short (opener type)  Open with a literacy passage to introduce

13.  Task Name  Grade Level  Task Description  Standards  Mathematical Practices  Create a Rubric or Scoring

14.  What standard are you trying to address?  What are some real life situations for this age group that is relevant?  Cell Phones/Mobile devices  Games  Sports  Music Downloads  Ask for a survey at beginning of year what they enjoy.

15. The staff decided to get 16 hot dogs for the party of 10. How many are needed for 100 people and1000 people if using the same proportion of Hot dogs per person? What is a statement that you can make on how to calculate the number of hot dogs? What if you had only 5 people? Write another math question using this information.

16. What do you see?

17. Now what do you notice? 4 10 19

18. What do you see on this picture? 14 10 1719

19. What do you think? 14 10 1719 25

20. Now ask them how much they think these items might cost for 1 student?

21. Now ask them how much do these items cost for 1 student based on the information provided? How much would these supplies cost for our class? How did you calculate that? Notebook: $1.00 Pack of Paper: $0.50 Colored Pencils: $1.50 Scissors: $2.00 Eraser: $1.00 Ruler: $0.50 Pack of Pencils: $0.50 Folders: $3.00

22. How much would these supplies cost for 10 students? How much would these supplies cost for 100 students? How much would these supplies cost for 500 students? How did you calculate each of the above? Notebook: $1.00 Pack of Paper: $0.50 Colored Pencils: $1.50 Scissors: $2.00 Eraser: $1.00 Ruler: $0.50 Pack of Pencils: $0.50 Folders: $3.00

23.  This could be appropriate for any grade one way to make it accessible for a 1 st grader is to change it to just calculating how much the supplies are that are dollar amounts.  Then focus on 1 item that might be $1.00 to find how much for 10 students or the class question.  You might want to give them actual play money to represent the money.

25.  Does the tool provide a meaningful model to support the mathematics?  Does the tool extend students’ thinking and support their learning of the given mathematical topic?  Is the tool necessary?  Is the tool easy to use?  Does the tool provide support for students to engage in and solve a problem?

26.  Virtual Manipulative Library  http://nlvm.usu.edu/en/nav/vlibrary.html http://nlvm.usu.edu/en/nav/vlibrary.html  Illuminations  http://illuminations.nctm.org/Activities.aspx?grade =1&grade=2 http://illuminations.nctm.org/Activities.aspx?grade =1&grade=2  Shodor  http://www.shodor.org/interactivate/activities/ http://www.shodor.org/interactivate/activities/

27.  Close to 20, 100, 1000 (from pearson)  Wings (see quick images and comparing)  Brainbow (fun for teachers and challenging)  Hungry Fish (good for addition/subtraction starts off easy and gets challenging)  Hands On Equations  Math Kid (very basic addition, subtraction, multiplication, and division)

29.  Meaningful and has purpose  Read Alouds, small group reads  Teach how to write in math  Begin Day 1  Model

30.  http://teacher.scholastic.com/products/math- concepts-skills/math-reads/webinar.htm http://teacher.scholastic.com/products/math- concepts-skills/math-reads/webinar.htm  Webinar from Marilyn Burns  http://teacher.scholastic.com/products/math- concepts-skills/math-reads/math-books- topics.htm http://teacher.scholastic.com/products/math- concepts-skills/math-reads/math-books- topics.htm  List of books from Math Reads by grade level  http://www.slideshare.net/ismes/one-is-a-snail-ten-is- a-crab http://www.slideshare.net/ismes/one-is-a-snail-ten-is- a-crab  This is the book Marilyn uses

32.  Mental Math (5-7 minutes)  Today’s Number  On carpet  Not writing down possibly  Math Review (5-7 minutes)  Lesson (10-15 minutes)  Whole group  Problem solving  Flexible Groups (50-60 minutes)  Individuals  Technology (computers, smart board, Ipad, etc.)  Groups of no more than 4  Key is students need to have direction!!!!!!  Closure (5-7 minutes)  Bring students back to carpet  Journal Writing

33.  Establish Procedures or routines  Accountability (students)  Data Driven Instruction  (MAPs, anecdotal notes, observations, common assessments)

35.  Blomberg, A. (May, 2013). Math Tasks in a Common Core Curriculum Alignment. Master's Paper for University of Wisconsin. Retrieved from minds.wisconsin.edu/bitstream/handle/1793/65896/AdamBlomberg.p df?sequence=1  Rothman, R. (July/August 2012). Nine Ways the Common Core Will Change Classroom Practice. Harvard Education Letter. Retrieved from: http://hepg.org/hel/article/543  Ramirez, G. Gunderson, E.A., Levine, S.C., Beilock, S.L. Math Anxiety and Working Memory in Elementary School. Journal of Cognition and Development. Retrieved from http://home.uchicago.edu/~lizgunderson/Publications/Ramirez%20et% 20al%20%28in%20press%29%20-%20math%20anxiety.pdf

36.  CMS Math- https://elementarymathematics.org/ https://elementarymathematics.org/  Marcy’s Wiki- http://marcymyers.cmswiki.wikispaces.net/ http://marcymyers.cmswiki.wikispaces.net/  My Blog- http://mmyers44.weebly.com/blog.html http://mmyers44.weebly.com/blog.html  Pearson for investigations- https://www.pearsonsuccessnet.com/snpapp/l ogin/login.jsp?showLoginPage=true https://www.pearsonsuccessnet.com/snpapp/l ogin/login.jsp?showLoginPage=true