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Nichole Hall, Assessment Coordinator Nancy Thomas Price, Formative/Interim Assessment Coordinator

Implications for Instruction. Connecting the ICS-M (CCSS) & Smarter Balanced Assessment. Post-Webinar Activity. Nichole Hall, Assessment Coordinator Nancy Thomas Price, Formative/Interim Assessment Coordinator. ACTIVITY – DOK 3.

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Nichole Hall, Assessment Coordinator Nancy Thomas Price, Formative/Interim Assessment Coordinator

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  1. Implications for Instruction Connecting the ICS-M (CCSS) & Smarter Balanced Assessment Post-Webinar Activity Nichole Hall, Assessment Coordinator Nancy Thomas Price, Formative/Interim Assessment Coordinator

  2. ACTIVITY – DOK 3 Work as a team to determine critical specifications for each item Use the standards and content specifications document to • Determine the item type • ….. the grade level • ….. the content domain • ….. the standard cluster heading • ….. the assessment target(s) • ….. the claim(s) • ….. the mathematical practice(s) • ….. the depth of knowledge (s)

  3. Activity & Answer Sheets can be found at… http://www.sde.idaho.gov/site/common/commonCorePD.htm

  4. Item #1

  5. Item Specifications #1 • Item Type • SR – Selected Response • Grade Level • 6th Grade • Claim(s) • Claim 1: Concepts & Procedures • Content Domain(s) • Ratios & Proportional Relationships

  6. Item Specifications #1 • Standard Cluster Heading(s) • 6.RP: Understand ratio concepts and use ratio reasoning to solve problems. • Assessment Target(s) • Target A • Standard(s) • 6.RP.3 • Mathematical Practice(s) • 1 & 2 • DOK • 2

  7. Item #2

  8. Item Specifications #2 • Item Type • SR – Selected Response • Grade Level • High School - Functions • Claim(s) • Claim 1: Concepts & Procedures • Content Domain(s) • Interpreting Functions

  9. Item Specifications #2 • Standard Cluster Heading(s) • F-IF: Understand the concept of a function and use function notation. • Assessment Target(s) • Target K • Standard(s) • F-IF.1 • Mathematical Practice(s) • 4 & 6 • DOK • 2

  10. Item #2

  11. Item #3 Shelbi needs wooden boards to build a platform. Each board is shaped like a rectangular prism and has a length of 2 meters, a height of 40 millimeters, and a width of 100 millimeters, as shown below.

  12. Item #3 To build the platform, Shelbi will place the boards side by side, as shown in this diagram. The platform will have a total width of 12 meters. What is the least number of boards that Shelbi needs to build the platform?

  13. Item Specifications #3 • Item Type • CR – Constructed Response • Grade Level • 5th Grade • Claim(s) • Primary: Claim 2 • Secondary: Claim 1 • Content Domain(s) • Measurement & Data

  14. Item Specifications #3 • Standard Cluster Heading(s) • 5.MD: Convert like measurement units within a given measurement system. • Assessment Target(s) • Primary – Claim 2: Target C • Secondary – Claim 1: Target G • Standard(s) • 5.MD.1 • Mathematical Practice(s) • 1, 2 & 5 • DOK • 2

  15. Item #4 Renee, Susan, and Martha will share the cost to rent a vacation house for a week. • Renee will pay 40% of the cost. • Susan will pay 0.35 of the cost. • Martha will pay the remainder of the cost. Part A Martha thinks that she will pay of the cost. Is Martha correct? Use mathematics to justify your answer. Part B The cost to rent a vacation house for a week is $850. How much will Renee, Susan, and Martha each pay to rent this house for a week? Renee will pay $ _________ Susan will pay $ _________ Martha will pay $ _________

  16. Item #4 – Scoring Rubric Responses to this item will receive 0–3 points, based on the following: • 3 points: The student shows a thorough understanding of how solving a real-world problem can lead to flawed reasoning. The student shows a thorough understanding of solving a real-world problem involving numeric expressions with rational numbers. This is shown by the student indicating that Martha is incorrect with justification and correctly calculates the amount each person pays. • 2 points: The student shows good understanding of solving a real-world problem involving numeric expressions with rational numbers. The student recognizes that Martha will not pay 1/3 of the cost, but makes a minor error in showing the calculations to support the response to Part A. This error is then consistently applied in responding to Part B. • 1 point: The student shows limited understanding of solving a real-world problem involving numeric expressions with rational numbers. The student can correctly calculate Renee’s and/or Susan’s portion of the trip, but other parts of the response are incorrect. • 0 points: The student shows inconsistent or no understanding of how solving a real- world problem can lead to flawed reasoning or how to solve a real-world problem involving numeric expressions with rational numbers. Simply claiming that Martha’s portion of the trip rental is not equal to 1/3 is not sufficient to earn any points.

  17. Item Specifications #4 • Item Type • ER – Extended Response • Grade Level • 7th Grade • Claim(s) • Primary: Claim 3 • Secondary: Claim 1 • Content Domain(s) • Primary: Expressions & Equations • Secondary: The Number System

  18. Item Specifications #4 • Standard Cluster Heading(s) • 7.EE: Solve real-life and mathematical problems using numerical and algebraic expressions and equations. • 7.NS: Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. • Assessment Target(s) • Primary – Claim 2: Target C • Secondary – Claim 1: Targets G & B • Standard(s) • 7.EE.1, 7.EE.3 & 7.NS.2 • Mathematical Practice(s) • 1, 3 & 5 • DOK • 3

  19. Item #5 The value of y is proportional to the value of x. The constant of proportionality for this relationship is 2. On the grid below, graph this proportional relationship. [Create two points by clicking on the intersections of the gridlines. When you create the second point, a line will automatically be drawn through the two points. If you make a mistake, use the Clear button to begin again.]

  20. Item Specifications #5 • Item Type • TE – Technology Enhanced • Grade Level • 7th Grade • Claim(s) • Claim 1: Concepts & Procedures • Content Domain(s) • Ratios & Proportional Relationships

  21. Item Specifications #5 • Standard Cluster Heading(s) • 7.RP: Analyze proportional relationships and use them to solve real world and mathematical problems. • Assessment Target(s) • Target A • Standard(s) • 7.RP.2 • Mathematical Practice(s) • 2, 4 & 5 • DOK • 2

  22. Item #5 - Scoring • Key and Distractor Analysis: Student must select two of these points: (-4, -8), (-3, -6), (-2, -4), (-1, -2), (0, 0), (1, 2), (2, 4), (3, 6), (4, 8). • Scoring Rule: Based on the scoring rule, students that create a line with y-intercept (0, 0) and slope of 2 will receive 1 point. All other lines will receive 0 points.

  23. Item #6 Cost of Owning and Caring for a Pet Part A Enter the list of pet items and costs you created yesterday, including the initial cost to buy or adopt your pet. Based on your research, estimate the cost of adopting and maintaining a pet (dog, cat, hamster, parakeet) for one year. You may click on the links to the Web pages you looked at yesterday to help you revise or adjust your list in order to determine the cost for an entire year.

  24. Item #6 Part B What do you estimate the cost of adopting and maintaining a pet (dog, cat, hamster, parakeet) for one year is? Provide a thorough explanation below that proves you have thought of all the costs associated with owning your choice of pet. Be sure to account for all one-time costs, as well as recurring costs and the frequency of those costs. Adjust your total above if needed.

  25. Item #6 Next, support your answer by using the line graph tool to create a line graph that shows the months of the year and the total amount of money you have spent on your pet through the end of each month. Your graph should show how the amount of money you have spent increases over time.

  26. Item #6 Part C Estimate the cost of maintaining your pet (dog, cat, hamster, parakeet) for one additional year after the first. Again, provide a thorough explanation below that proves you have thought of all the costs associated with owning your choice of pet for one additional year.

  27. Item #6 Part D Write a linear equation that best fits the total cost of adopting and maintaining your pet for a given number of months. Assume that your pet will not need to go to the veterinarian throughout this time. Explain how you created your model equation. Be sure to describe what the variables represent and how you determined the slope and intercept for your equation. Equation:

  28. Item Specifications #6 • Item Type • PT – Performance Task • Grade Level • 8th Grade • Claim(s) • Primary: Claim 4 • Secondary: Claims 1 & 2 • Content Domain(s) • Primary: Expressions & Equations • Secondary: Functions

  29. Item Specifications #6 • Standard Cluster Heading(s) • 7.EE: Understand the connections between proportional relationships, line, and linear equation. • 7.F: Use functions to model relationships between quantities • Assessment Target(s) • Primary – Claim 4: Targets A, B, D, E, F & G • Secondary – Claim 1: Targets C & F • Secondary – Claim 2: Targets B & C • Standard(s) • 8.EE.6, 8.F.4, 7.EE.3, 6.RP.2, 6, NBT.7 • Mathematical Practice(s) • 1, 2, 4, 5 & 6 • DOK • 4

  30. Activity #1 Maria and Tran each have a pet hamster. They have a maze for the hamsters to run through. Maria says she thinks her hamster can run through the maze faster than Tran’s. They each time their hamster as it runs through the maze. It takes Maria’s hamster 19 seconds to travel through the maze. It takes Tran’s hamster 15 seconds. • Which hamster is faster? Explain how you know. • How much faster is the fastest hamster compared to the slowest hamster at running through the maze? Explain your answer.

  31. Activity #1 • Grade Level • Kindergarten & 1st Grade • Content Domain(s) • K: Counting & Cardinality • K: Measurement and Data • 1st: Operations & Algebraic Thinking • Standard Cluster Heading(s) • K.CC: Compare numbers • K.MD: Describe and compare measurable attributes • 1.OA: Represent and solve problems involving addition and subtraction

  32. Activity #1 • Standard(s) • K.CC.6, K.MD.2, 1.OA.1 • Mathematical Practice(s) • 2 & 5 • DOK • 1 • Activity Type • Constructed Response

  33. Activity #2 • The teacher reads The Very Hungry Caterpillar to the class and asks, “How many things do you think the caterpillar ate in this story?” The students take a minute to share their estimate with a partner. • Next, the teacher reads The Very Hungry Caterpillar again. After each page, the teacher pauses so that the students can add counters or unifix cubes to the ten-frame to represent the number of things the caterpillar ate, and then write an equation on the dry-erase board connecting addition to the number of counters used. After each ten-frame is filled in the students move to the next one. • If the students are working in pairs, one student can add the counters/unifix cubes to the ten-frame while the other student writes the equation. By the end of the story, there should be a total of 25 food items eaten and 1 leaf eaten. (The students can decide as a class whether to count the leaf as a food). There will be two ten-frames completed with 5 or 6 counters/unifix cubes on the third ten-frame. • If students come up with different, but correct, equations, then discuss the different equations and ask students, "Can all of these be correct?"

  34. Activity #2 • Grade Level • 1st Grade • Content Domain(s) • Operations & Algebraic Thinking • Number and Operations in Base Ten • Standard Cluster Heading(s) • 1.OA: Represent and solve problems involving addition and subtraction • 1.NBT: Understand place value

  35. Activity #2 • Standard(s) • 1.OA.2, 1.OA.5, 1.OA.7, 1.NBT.2 • Mathematical Practice(s) • 1, 2 & 7 • DOK • 2 • Activity Type • Constructed Response

  36. Next Steps • Watch the post-webinar recording that highlights how to navigate the Smarter Balanced website and several open resources that are available to educators. • Begin using the documents and the identified implications for instruction when adjusting current activities, lessons, or units to meet the rigor of the ICS and make sure you have balance.

  37. Contact Information Nancy Thomas Price, Formative and Interim Assessment Coordinator nthomasprice@sde.idaho.gov 208-332-6988 Nichole Hall, Assessment Coordinator nhall@sde.idaho.gov 208-332-6933

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