Welcome to Inborden’s Professional Development Training!

Goals for Today: Develop highly rigorous math constructed

responses and performance tasks Deliver highly rigorous and relevant math

lessons Utilize authentic assessments designed to

measure student application of learning Engage instructional staff in professional

dialogue to promote teacher effectiveness and professional learning communities

Schedule10:30- 11:15- 3-5 Unpacking Math

11:15-12:00- Skype Session w/Oak Hill Elementary in Guilford County

12:00-1:00-Lunch

1:00-2:15 3-5 Unpacking Math

2:15-2:30 Break

2:30-4:00 3-5 Teacher Work Session

Standards for Mathematical Practices

MP1: Make sense of problems and persevere in solving them. MP2: Reason abstractly and quantitatively.MP3: Construct viable arguments and critique the reasoning of others. MP4: Model with mathematics. MP5: Use appropriate tools strategically. MP6: Attend to precision. MP7: Look for and make use of structure. MP8: Look for and express regularity in repeated reasoning.

Playing Card Discussion

1. View the playing card given you.2. Form a discussion group with the

people who are holding the same numbered card as you.

3. Take turns answering the questions that match your suit.

4. Be sure to ask whether anyone in your group has anything to add about your topic.

5. Discussion continues until all group members have discussed their topics.

Playing Card Discussion Questions

SPADES: What are the purposes of assessment in teaching and learning and why are they important?

DIAMONDS: Describe the types of assessments being used in the district and discuss the one assessment most commonly used and explain why.

CLUBS: How does assessment fit into the process of teaching for high rigor and high relevance?

HEARTS: Summarize what you understand about designing assessments that mirror Next Generation Assessments and implementation of CCSS.

SMARTER Balanced

Resource #1Resource #2Resource #3

Constructed-Response Items (CR)

The main purpose of a constructed-response item is to address targets and claims that are of greater complexity. They ask students to develop answers without suggested answer choices.

3rd grade Number CardsStudent Task Given different sets of four number cards, find

three- and four-digit numbers given certain constraints and be able to explain how to find the largest four-digit even number.

Grade: 03

Primary Claim Claim 2: Problem SolvingStudents can solve a range of complex, well-posed problems in pure and applied mathematics, making productive use of knowledge and problem-solving strategies.

Secondary Claim(S): Claim 1 : Concepts and ProceduresStudents can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.

Primary Content Domain:

Number and Operations In Base Ten

Assessment Target(S): A: Apply mathematics to solve well-posed problems arising in everyday life, society, and the workplace.B: Interpret results in the context of a situation.C: Use the four operations with whole numbers to solve problems.D: Use place-value understanding and properties of operations toperform multi-digit arithmetic.

Standard(S): 3.NBT.2: Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

Score Points: 9

Number Card Activity

Work with your partners to develop a constructed response for the following standard:

Sample Item Id: MAT.04.CR.2.000MD.A.062

Grade: 04

Primary Claim: Claim 2: Problem SolvingStudents can solve a range of well-posed problems in pure and applied mathematics, making productive use of knowledge and problem-solving strategies.

Secondary Claim(S): Claim 1: Concepts and ProceduresStudents can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency.

Primary Content Domain:

Measurement and Data

Assessment Target(S): A: Apply mathematics to solve well-posed problems arising in everyday life, society, and the workplace.B: Identify important quantities in a practical situation and map their relationships (e.g., using diagrams, two-way tables, graphs, flowcharts, or formulas).C: Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

Standard(S): 4.MD.2: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

Score Points: 4

Difficulty: M

Turn and Talk1. Choose a shoulder partner and turn

to that person to discuss the skype session. Talk about one strategy that you will take away, one teaching idea, or something that you found interesting. You and your partner should take turns doing this.

2. After that, individually come up with one word that sums up the skype session to share with the group.

Performance Tasks (PT) Integrate knowledge and skills across multiple claims. Measure capacities such as depth of understanding,

research skills, and/or complex analysis with relevant evidence.

Require student-initiated planning, management of information/data and ideas, and/or interaction with other materials.

Reflect a real-world task and/or scenario-based problem.

Allow for multiple approaches. Represent content that is relevant and meaningful to

students. Allow for demonstration of important knowledge and

skills. Require scoring that focuses on the essence of the

Claim(s) for which the task was written. Seem feasible for the school/classroom

environment.

Providing Rigor and Relevance

Math Performance Task Chart.docx

Performance Task

Standard: Expressions and Equations – Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

How would you level this CCSS?

A graphic designer is creating a poster for an art exhibition. The width of the poster will be 9 inches less than the length, and the perimeter of the poster will be greater than 74 inches and less than 110 inches.  a) Write an inequality to show the possible lengths, in inches, of the graphic designer's poster. Don't forget to define the variables.  b) Solve the inequality and graph the solution set on a number line.  c) Write a one-paragraph interpretation of what the solution means for the graphic designer. Explain how you came up with the inequality, how you solved it, and what the graph represents.

http://linoit.com/users/aharvey0122/canvases/Inborden%20Math%20PD%203-20

1. After viewing the performance task with your group, determine the level of rigor and relevance.2. Reflect on how performance task impacts instructional planning

This will impact planning by_______________ .3. Post your response using the linoit below.

Performance Task Activity

http://dese.mo.gov/divimprove/assess/sbac.html#sbacsample

Reflecting and Planning Next Steps

On an index card….1. What information/resources/

strategies did you find most helpful?2. How will you use this information to

inform your work?3. Who will you share it with?4. Comments/Ah ha Moments

Please complete the evaluation and submit it as you exit

THANK YOU!

Alicia Harvey