3. • Support each other through
collaboration
• Network with other
colleagues
• Ask questions and problem
solve
• Support the vision and values
of E2 Math
13. • Practice-Integrated Standard =
Explicit
• Practice-Related Standard = Implicit
• Content standards not associated with
a particular practice
14. = Explicit
• 3.NF.3 Recognize and generate simple equivalent
fractions. Explain why the fractions are equivalent.
• F-BF.2 Write arithmetic and geometric sequences both
recursively and with an explicit formula, use them to
model situations, and translate between the two forms.
15. = Implicit
• 4.NBT.5 Multiply a whole number of up to four digits by a
one-digit whole number, and multiply two two-digit
numbers, using strategies based on place value and the
properties of operations. Illustrate and explain the
calculation by using equations, rectangular
arrays, and/or area models.
16. • A practice-forward task is one that aligns to
a practice-integrated or practice-related
content standards.
• A practice-forward task is one in which it is
unlikely or impossible to earn full credit on
the task without engaging in the practice.
19. In your assigned team, answer the following
questions about your unit:
1. What is the major focus in this unit?
2. Is there a standard that needs to be moved
or added to this unit based on the Content
Frameworks?
3. What practice forward standards are there?
How would you engage students in the
practices needed for the standard?
20.
21.
22. In your assigned team, answer the
following questions about your Grade
book
1.What is your Team process for
reporting out learning to students are
parents?
2.Is the Rule of 4 completed?
3.How does your team re-engage
students in the content?
23. • What are three things I
learned?
• What are two things I
would like to more about?
Common Core • What is one thing that I am
Algebra Team
still confused about?
Notas del editor
4:20
What is their role on the team
The three types of content standards are:Practice-Integrated where the practices are Explicitly defined in the standardPractice-Related where the practices are Implicitly contained in the standardAnd the third group where content standards are not associated with a particular practice.PARCC tells us that practices will be involved in all assessment components – not just the performance-based assessment. In fact, the practices are, by nature, threaded throughout the content standards.
Within the Standards for Mathematical Content, there are three classes of standards, with respect to the practices: <*>Practice-integrated – content standards in which one or more practices is <*>explicit. Let’s look at an example of this practice in a content standard. <*> Look in your manual at page 7.3.NF.3b refers to equivalent fractions and states “explain why the fractions are equivalent” This content standard explicitly requires mathematical practice 3 within the wording.Here is another example. <*>F-BF.2 refers to writing sequences recursively and with an explicit formula and to using them to “model situations.” This explicitly refers to Mathematical Practice 4 (Model with mathematics)
Practice-related – content standards in which one or more practices is <*>implicit. For example: <*>4.NBT.5 The last sentence says to “illustrate and explain the calculation by using equations, rectangular arrays, and/or area models” and implicitly requires students to employ several practices. Which practices do you think the student would use to solve a tasks related to this content standard?“Make sense of problems and persevere in solving them” (MP.1),“Reason abstractly and quantitatively” (MP.2), “Look for and make use of structure” (MP.7) “Look for and express regularity in repeated reasoning? (MP.8).
A practice-forward task is one that aligns to a practice-integratedor practice-related<*>content standard.In other words, a requirement of a practice-forward <*>task is that it is unlikely or impossible for a student to earn full credit on the task without engaging in the practice. Our next activity demonstrates some possible general practice-forward tasks that can be used when assessing mathematical practices with content standards. Turn to page __8__ in your manual. Let’s look at the first one together.
Not all content in a given grade is emphasized equally in the standards. Some clusters require greater emphasis than others, based on the depth of the ideas, the time that they take to master, and/or their importance to future mathematics or the demands of college and career readiness. Now, we are back to the 1st major shift: focus—what’s in and what’s out—what’s major, supporting, or additional…where teachers and students should focus their time.The PARCC Model Content Frameworks designate each of the clusters for a particular grade level (K-8) as either: Major (*), Supporting (*), or Additional (*). The same definitions apply in the high school courses. Since the high school domains are not divided by course in the standards, the common identifier is “content” rather than “cluster.”The major clusters (*) indicated the focus and emphasis of the standards for this grade level; they will be the majority of the assessment. The supporting clusters (*) are not major emphases themselves but are designed to support and strengthen the areas of major emphasis; they will be assessed through their success at supporting the major clusters. Additional clusters (*) are those that may not connect tightly or explicitly to the major work of the grade; they will certainly be assessed. (*)To say that some things have greater emphasis is not to say that anything in the standards can safely be neglected in instructions. All standards are eligible for inclusion on the PARCC assessment. Just remember that the assessments will strongly focus where the standards strongly focus. (*)
Number of the teachers 1 to 6 and have them regroup- each group will review a specific unit and answer the above questions.
Number of the teachers 1 to 6 and have them regroup- each group will review a specific unit and answer the above questions.
