DCA Consortium Group Session 2

DCA Consortium Group Session 2 Erie 1 BOCES

Agenda • State Updates from Network Team Institutes • Testing information • Upgrading Sample Tasks • Goals for today • How to navigate wikispace

NYSED Updates • Story of units • Story of ratios • Story of functions • Note: standards have been removed from and added to in each course different from Appendix A • Modules • Timeline: Modules 1-3 by July 2013 for grades K to 8 • High School Modules are expected in August 2013

Testing information – Multiple Representations • Procedural Skills Item Formats • Standards with verbs including compute, solve, identify, interpret, use, make and find solutions. • Procedural representations are most often MCQs that require students to apply and identify mathematic processes in various ways.

Testing information – Multiple Representations • Conceptual Understanding Item Formats • Standards with verbs including understand, explain, represent and describe. • The resulting item types require different combined mathematical practices depending on the given item type or item.

Testing information – Multiple Representations • Application Item Formats • Application standards and items are unique within the core. There can be standards that reference application that are represented by application tasks, and applications tasks that are used to represent standards where application is not explicitly called for. • Broadly speaking, application items require students to marshal both procedural and conceptual knowledge to complete a task. More specifically, application items require students to: • make assumptions and simplifications • model situations • select appropriate knowledge and processes • validate answers as reasonable or make generalizations within the problem‐solving context.

Suggestions from Last Session • Sample tasks written during DCA last year are not rigorous enough compared to what we are seeing from NYSED and PARCC • There is a need for more rigorous tasks to support instruction of the common core math standards in the classroom • Some students are not ready for these rigorous tasks and there is a need for tasks to assess scaffolded skills leading up to the more challenging tasks

Fifth Grade Standard Analysis • 5.NF.2. Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example,recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.

5th Grade State Sample Task • Sandra says that because all you have to do is subtract the numerators and subtract the denominators. Convince Sandra that she is wrong. You may draw a rectangular fraction model to help.

DCA Sample Task • Sam was drawing on the white board. After he finished 3/4 of the picture, he decided he did not like his picture. He erased 2/8 of it. How much is left of the drawing? Reduce your answer.

Scaffolded Sample Tasks • Draw a picture using the rectangular fraction model and write the answer: = • Sam was drawing on the white board. After he finished 3/4 of the picture, he decided he did not like his picture. He erased 2/8 of it. How much is left of the drawing? Reduce your answer. • Why is it necessary to get common denominators when adding and subtracting fractions?

Activity At your tables there are rigorous sample tasks for your grade level. • Identify all of the skills needed to solve the task • Then write scaffolded tasks that will assess those identified skills

Goals for Today • We will take our sample tasks from DCA and upgrade the rigor of the questions • We will also write questions that assess scaffolded skills needed to answer the more rigorous questions

Upgraded Tasks Document on Wikispace

High School Math template for Sample tasks

Resources for Sample tasks

Grade Level Specific Resources

DCA Consortium Group Session 2