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Project 2 CCSSM Interpretation Guide

CCLM. Project 2 CCSSM Interpretation Guide. Common Core Leadership in Mathematics Project University of Wisconsin-Milwaukee Summer Institute 2011. Four Components. Part 1. Standard or Set of Standards Part 2. Interpretation of the Standard Part 3. School Mathematics Textbook Program

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Project 2 CCSSM Interpretation Guide

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  1. CCLM Project 2CCSSM Interpretation Guide Common Core Leadership in Mathematics Project University of Wisconsin-Milwaukee Summer Institute 2011

  2. Four Components • Part 1. Standard or Set of Standards • Part 2. Interpretation of the Standard • Part 3. School Mathematics Textbook Program • Part 4. “Check Point” Formative Assessment Task

  3. Part 1. Standard or Set of Standards • Select a Domain: OA, NF, or RP • Select a Grade Level: K–7 • From the lists, pick 1st & 2nd choices of standards Pack & Stack, move to designated tables. • Confer with colleagues & instructors • Rule of Thumb: No more than one person per district or text program within a district may select a specific standard. • Confirm with instructor for “official” sign-up sheet.

  4. Part 2. Interpretation of Standard • Take a short break & pick up your lunch, but return to your “standards working group.” • Begin unpacking (study your resources) • CCSSM (Common Core Standards Mathematics) • Class notes, Progressions documents, fraction book • Unpacked content (North Carolina document) • Arizona & Hawaii documents • Also: Connie, Janis, Hank, Melissa, DeAnn

  5. Part 1 (Written Report) Grade: 6 Domain: Expressions and Equations (EE) Cluster: Apply and extend previous understandings of arithmetic to algebraic expressions. Standard: 6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers. a. Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation “Subtract y from 5” as 5 – y. b. Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, describe the expression 2 (8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms. c. Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s3 and A = 6 s2 to find the volume and surface area of a cube with sides of length s = 1/2.

  6. Part 2 (approximately 2 pages) • What does the standard really mean students will be understanding? • What concept-based language, representations, diagrams, contexts, and strategies? • Write an explanation in teacher-friendly language. • Provide examples of (1) these ideas in classroom practice (2) “teacher talk” around this mathematical idea.

  7. Part 3 Mathematics Textbook Program • Textbook Development: How is the mathematics introduced, developed, and reviewed in your textbook program across grade levels? • Conclusions: What conclusions can you draw about the alignment of the standard to your textbook program? • Suggestions: What suggestions do you offer teachers as they teach this standard in their classrooms?

  8. Part 4 “Check Point” Formative Assessment Task (a) Write a formative assessment task to reveal student thinking on the math in the standard. • Include a blank copy of the assessment • Describe what you hope the task reveals… Look for: What understanding? language? models? contexts? strategies? reasoning? (b) Provide an example of proficient student work. (c) Annotate the student work or explain using evidence from it to indicate how it relates to the standard (as well as to class readings & class discussions).

  9. This reveals the student can pose a unknown total…… Used equivalence of… but now how I expected…. Her strategy was to… This shows the student knows the wholes must … a proportional strategy…. area model… This is the correct answer… correct label… matches the explanation …

  10. Electronic submission • MS Word or compatible file • Label with last name & standard: smith-1OA6-Project2.doc • Issue: Hand-drawn diagrams • Please scan diagram and place into document (ask for help if needed)

  11. Assessment Resources • MMP Website “CABS” & Constructed ResponseQuick links: www.mmp.uwm.edu • NAEP released items: http://nces.ed.gov/nationsreportcard/itmrlsx/landing.aspx

  12. Questions

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