CFN 602Math AmbassadorsTuesday, October 29th 2013

Agenda

• Opening Activity : “Rachel’s Coin Problem”  •  EngageNY Sample Module Questions: Anticipating Student

Work   • NYS Testing Program, Released Questions with Annotations,

Gallery Activity  • Lunch   • Observing a Math classroom through the lens of Domains 2 and

3 of the FfT  • 3-2-1 Exit Ticket, Suggestions for Next Meeting

Expected Outcomes

• Reinforce the shift to content-rich, cognitively demanding instructional tasks accessible to all learners.

• Align classroom questioning techniques to Webb DOK levels and CCLS Math Practice Standards.

• Develop practices for anticipating and addressing student misunderstanding in math tasks.

• Establish protocols for looking at student work in teacher team settings in order to provide targeted feedback to students.

• Calibrate various types of summative assessments (curricular and state exam).

• Use Danielson’s FfT as a lens for self-evaluation and as a basis for professional dialogue between colleagues.

Opening Activity Reflection

What elementary CONTENT standards might this task address?

What middle school CONTENT standards might this task address?

                  

                 

Which mathematical practice standards would students utilize in this task?

How might you incorporate this task into current/future units? Where in the curriculum might it fit well?

                    

 

EngageNY Sample Module Questions: Anticipating Student Work

Activity TimeIntroduction 5 minWork-it-out 10 minIdentifying the Math of the Task

10 min

Anticipate Possible Student Solutions

25 min

Develop Instructional Questions

10 min

Reflection 10 min

EngageNY Sample Module Questions: Anticipating Student Work

MIDDLE GRADES LEVEL (7th grade, Module 2, End of Module Assessment)

The length of a rectangular envelope is times its width. A plastic band surrounds the front and back of the envelope to secure it as shown in the picture. The plastic band is inches long. Find the length and width of the envelope.

EngageNY Sample Module Questions: Anticipating Student Work

MIDDLE GRADES LEVEL (7th grade, Module 2, End of Module Assessment)

  Level1 Level2 Level3 Level44  7.NS.A.3

7.EE.B.4a 

Student answered incorrectly and shows little or no understanding of how to find the missing dimensions of the envelope.

Student used a valid process to arrive at either a correct length of inches or width of inches but did not provide both dimensions. OR Student related the length and width backwards, resulting in a length of inches and a width of inches.

Student provided appropriate work and correct numerical values for the answer but without the units of measure. OR Student provided incorrect answer values based on a computational error, but used a valid method (i.e., ) and showed correct steps.

Student correctly answered a length of inches and width of inches AND provided error-free work to support the answer.

EngageNY Sample Module Questions: Anticipating Student Work

ELEMENTARY GRADES LEVEL (4h grade, Module 3, Mid-Module Assessment) 

Last year Mr. Petersen’s rectangular garden had a width of 5 meters and an area of 20 square meters and he was able to plant 4 rows of carrots with 13 plants in each row. This year he wants to make the garden three times as long and two times as wide. In his new garden, he will plant twice as many rows with twice as many carrot plants in each.  What is the area of his new garden and how many additional carrot plants will he plant this year?  

EngageNY Sample Module Questions: Anticipating Student Work

ELEMENTARY GRADES LEVEL (4h grade, Module 3, Mid-Module Assessment) 

A Progression Toward Mastery

Assessment Task Item

STEP 1Little evidence of reasoning without a correct answer.   (1 Point)

STEP 2Evidence of some reasoning without a correct answer.   (2 Points)

STEP 3Evidence of some reasoning with a correct answer or evidence of solid reasoning with an incorrect answer.(3 Points)

STEP 4Evidence of solid reasoning with a correct answer.   (4 Points)

5 

4.NBT.54.OA.14.OA.24.OA.34.MD.3

The student shows little to no reasoning and answers more than two parts incorrectly.

The student correctly draws a representation of the new garden and attempts to find the area, but the solution may have some calculation errors.

The student finds the area of the new garden but fails to appropriately determine the number of additional carrot plants that can be planted. This might be due to a calculation error or a misunderstanding of how to determine the number of additional plants as opposed to total new plants.

The student correctly answers all parts of the question.

Gallery Walk

NYS Testing Program, Released Questions with Annotations

Activity Time

Choose a question and task review

5 min

Share out with group 10 min

Commonalities and trends 10 min

Gallery Walk 15 min

Share Out 5 min

Observing a Math classroom through the lens of Domains 2 and 3 of the FfT

Classroom Objective: Students will be able to use multiple representations to show proportional relationships.

View video and take low-inference notes

Use the rubrics to independently code low-inference evidence to components 2a, 2b, 2c, 3a, 3b, and 3d

Highlight rubric language using the top row descriptor that aligns to your low-inference evidence to each component

Highlight rubric language in the top descriptor row that aligns to your low-inference evidence only for components 3a, 3b, 3c, and 3d

Exit Ticket: 3-2-1 Protocol