SCS -TNCore Rollout 2013 Study Group # 1. Common Core State Standards Module 1: An Introduction: Making Sense of Tasks Setup and Implementation.

SCS -TNCore Rollout 2013 Study Group # 1

Common Core State Standards Module 1: An Introduction: Making Sense of Tasks

Setup and Implementation

Session GoalsReview the TNCore Beliefs

Reflect on an overview of the Instructional Shifts and Changes from 2012-13 SY to 2013-14 SY to make sense of the Implementation and Rationale of CCSS impacts student performance

Compare and contrast the four cognitive levels of a task using TAG (Task Analysis Guide)

Analyze and Label 3 Math Tasks to determine the cognitive demand level of each task

RationaleTasks form the basis for students’ opportunities to learn what mathematics is and how one does it, yet not all tasks afford the same levels and opportunities for student thinking.

By analyzing instructional and assessment tasks that are for the same domain of mathematics, teachers will begin to identify the characteristics of high level tasks, differentiate between those that require problem-solving and those that assess specific mathematical reasoning.

(IFL TNCore Training Manual, 2013).

Why is this important?

Instructional Shifts Focus strongly where the Standards focus2. Coherence: think across grades, and link to major topics* within grades3. Rigor: in major topics* pursue: •conceptual understanding,

•procedural skill and fluency, and•application with equal intensity.

Source: Student Achievement Partners Revised (7.2.12)

2013-14 6th Grade Dropped SPIs• NOTE: THESE SPIs WILL NOT APPEAR ON THE 2013-14 TCAP ACHIEVEMENT AND EOC EXAMS. THE SPIs ANNOUNCED FOR REMOVAL ON THE 2013-14 TESTS WILL STILL BE ASSESSED ON THE SPRING, 2013 TCAP TESTS

• DROPPED IN 2012-13 AND 2013-14• SPI 0606.3.1 Represent on a number line the solution of a linear inequality. • SPI 0606.3.2 Use order of operations and parentheses to simplify expressions and solve problems. • SPI 0606.3.7 Use algebraic expressions and properties to analyze numeric and geometric patterns. • SPI 0606.3.8 Select the qualitative graph that models a contextual situation (e.g., water filling then

draining from a bathtub). • SPI 0606.4.1 Identify, define or describe geometric shapes given a visual representation or a written

description of its properties. • SPI 0606.4.3 Solve problems using the Triangle Inequality Theorem. • SPI 0606.4.6 Given the volume of a cone/pyramid, find the volume of the related cylinder/prism or

vice versa. • SPI 0606.5.1 Determine the theoretical probability of simple and compound events in familiar

contexts.

• WILL BE DROPPED IN 2013-14• SPI 0606.3.6 Solve two-step linear equations using number sense, properties, and inverse operations.• SPI 0606.4.2 Find a missing angle measure in problems involving interior/exterior angles and/or their

sums.• SPI 0606.4.5 Determine the surface area and volume of prisms, pyramids and cylinders.

2013-14 7th Grade Dropped SPIsDROPPED IN 2012-13 AND 2013-14SPI 0706.2.3 Use rational numbers and roots of perfect squares/cubes to solve contextual problems.SPI 0706.2.4 Determine the approximate location of square/cube roots on a number line.SPI 0706.3.2 Determine whether a relation (represented in various ways) is a function.SPI 0706.3.3 Given a table of inputs x and outputs f(x), identify the function rule and continue the pattern.SPI 0706.3.9 Solve linear inequalities in one variable with rational coefficients symbolically or graphically.SPI 0706.4.2 Use SSS, SAS, and AA to determine if two triangles are similar.SPI 0706.5.1 Interpret and employ various graphs and charts to represent data.SPI 0706.5.2 Select suitable graph types (such as bar graphs, histograms, line graphs, circle graphs, box-and-whisker plots, and stem-and-leaf plots) and use them to create accurate representations of given data.

WILL BE DROPPED IN 2013-14SPI 0706.4.3 Apply scale factor to solve problems involving area and volume.

2013-14 8th Grade Dropped SPIsDROPPED IN 2012-13 AND 2013-14SPI 0806.3.3 Solve and graph linear inequalities in two variables.SPI 0806.4.4 Convert between and within the U.S. Customary System and the metric system. SPI 0806.4.5 Identify the intersection of two or more geometric figures in the plane. SPI 0806.5.1 Calculate probabilities of events for simple experiments with equally probable outcomes. SPI 0806.5.2 Use a variety of methods to compute probabilities for compound events (e.g., multiplication, organized lists, tree diagrams, area models).

WILL BE DROPPED IN 2013-14No additional dropped SPIs for 2013-14

Focus Clusters

6th Grade•Understand ratio concepts and use ratio reasoning to solve problems.•Apply and extend previous understandings of arithmetic to algebraic expressions.•Apply and extend previous understandings of numbers to the system of rational numbers.•Reason about and solve one-variable equations and inequalities.

7th Grade•Analyze proportional relationships and use them to solve real-world and mathematical problems.•Solve real-life and mathematical problems using numerical and algebraic expressions and equations.•Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.•Use properties of operations to generate equivalent expressions.

8th Grade•Understand the connections between proportional relationships, lines, and linear equations.•Define, evaluate, and compare functions.•Analyze and solve linear equations and pairs of simultaneous linear equations.•Use functions to model relationships between quantities.

2013-14 CRA’s and TCAP

Constructed Response Assessments

• First administration: October 22, 2013

• Second administration: February 19, 2014

• TCAP: April 29, 2014 to May 5, 2014

Task Analysis Guide (TAG)

Memorization

Procedures Without Connections

Procedures with Connections

Doing Mathematics

Low Cognitive Level Tasks

Memorization Procedures Without Connections

High Cognitive Level Tasks

Procedures with Connections Doing Mathematics

WHICH COGNITIVE LEVEL AM I?

WHICH COGNITIVE LEVEL AM I?

WHICH COGNITIVE LEVEL AM I?

Task Analysis Guide

Memorization

Procedures without Connections

Procedures with Connections

Doing Math

Final Thoughts

Bridge to Practice

Big Ideas

Take-Aways

I Need More