Welcome to the SCMP 2 Grades 3-5 Fall Content Day.

SCMP2 & CCSS Module 2 Grades 6 Alg1

Welcome to the SCMP2 Grades 3-5 Fall Content Day

the NORMS...Be technologically responsible now and laterBe on time and attentivePractice the Norms of CollaborationBe a learner and a teacherMake no assumptionsMake no assumptions

SCMP2 LogisticsStipendsSubstitutesRequired HoursContent DaysLesson StudyCoachingTeacher AssessmentsStudent AssessmentsOther items/questions?

Stipends: Amounts, timeline, Salary driven Benefits, extra Saturday Pay, iPad not an option due to lack of demand, Subs: automatically $100 per sub day will be paid to districts after the January content day, then again in June. Please let us know if Sub cost are not accrued with your attendanceHours: 60 intensive, 24 follow; make up day May 4th (See next slide); Coaching 4hrs follow up (not evaluative)See corresponding slide

4SCMP2 CalendarGrades 3 5 Content Days: (8am 3pm)November 1, 2012January 15, 2013April 19, 2013Make-up Day: May 4, 2013Summer InstituteAugust 5 8, 2013

Stipends: Amounts, timeline, Salary driven Benefits, extra Saturday Pay, iPad not an option due to lack of demand, Subs: automatically $100 per sub day will be paid to districts after the January content day, then again in June. Please let us know if Sub cost are not accrued with your attendanceHours: 60 intensive, 24 follow; make up day May 4th

5SCMP2 AssessmentsGRANT REQUIREMENTSTeacher & StudentPre, Mid & Post per cycleTeacherFull LMT in the summerPerformance Task in Jan with Online surveyPart LMT in AprilStudentPre: Aug/Early SeptMid: Same teacher PT in JanPost: End of March

6SCMP2 & CCSS Module 2Grades 3 5

Progression for Grades 3 5Number and Operations FractionsLocate the CCSS Progressions for Mathematics Document.Pick one reader for each section: Grade 3, 4 and 5.Highlight critical focus areas and mark as follows:Expectations similar to existing CA 1997 StandardsNew expectationsQuestions I have regarding these expectationsBe ready to discuss.

http://math.arizona.edu/~ime/progressions/TIME: 10 minutes (CONTINUED for Slides 12 to 18)INTENT: To explore the critical areas (big ideas) of a grade level___________________________________________________________________________________The grade-level standards, K-8, and conceptual categories, 9-12, come from the national version of the CCSS. The introductions to the CCSS and each grade level or conceptual category were not revised by California when the CCSS were first adopted on August 2, 2010. It is anticipated that new information will be included in our new state frameworks.Have participants locate the CCSS handout and take a closer look at their grade levels critical focus areas by reading the introduction pages for their grade level. Have them highlight critical focus areas and mark with the symbols listed on slide.Discussion ideas:Focus on the similarities and differences between the CA 1997 Standards and the CCSS. Adjacent grade levels may want to compare how the critical focus areas change from grade to grade.HANDOUTS:CCSS for MathematicsSUPPLIES:Highlighters

Californias Common Core State Standards: Toolkit | Content and Curriculum, 6-12 | Mathematics Progression Documents for CCSSMhttp://math.arizona.edu/~ime/progressions/

K6 Progression on GeometryK5 Progression on Measurement and Data (measurement part)K5 progression on Measurement and Data (data part)K5 Progression on Number and Operations in Base TenK5 Progression on Counting and Cardinality and Operations and Algebraic Thinking35 progression on Number and OperationsFractions68 Progression on Statistics and Probability68 Progression on Expressions and Equations67 Progression on Ratios and Proportional RelationshipsHigh School Progression on Statistics and ProbabilityTIME: 10 minutes (CONTINUED for Slides 12 to 18)INTENT: To explore the critical areas (big ideas) of a grade level___________________________________________________________________________________The grade-level standards, K-8, and conceptual categories, 9-12, come from the national version of the CCSS. The introductions to the CCSS and each grade level or conceptual category were not revised by California when the CCSS were first adopted on August 2, 2010. It is anticipated that new information will be included in our new state frameworks.Have participants locate the CCSS handout and take a closer look at their grade levels critical focus areas by reading the introduction pages for their grade level. Have them highlight critical focus areas and mark with the symbols listed on slide.Discussion ideas:Focus on the similarities and differences between the CA 1997 Standards and the CCSS. Adjacent grade levels may want to compare how the critical focus areas change from grade to grade.HANDOUTS:CCSS for MathematicsSUPPLIES:Highlighters

Californias Common Core State Standards: Toolkit | Content and Curriculum, 6-12 | Mathematics Accordingly, SBAC Assessments focus on these CLAIMS regarding student proficiencyClaim #1: Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency.Claim #2: Students can frame and solve a range of complex problems in pure and applied mathematics. Claim #3: Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others. Claim #4: Students can analyze complex, real-world scenarios and can use mathematical models to interpret and solve problems.Sample SBAC Item That Assess Claim #1Conceptual Understanding And Procedural Fluency5th Grade Number and Operations Fractions

Grade 5 Mathematics Sample CR Item C1 T1 MAT.05.CR.1.000NF.E.557 C1 T1Sample Item ID: MAT.05.CR.1.000NF.E.557 Grade: 05Claim(s): Claim 1: Concepts and Procedures Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency. Assessment Target(s): 1 E: Use equivalent fractions as a strategy to add and subtract fractions. Content Domain: Number and operations Fractions Standard(s): 5.NF .2 Mathematical Practice(s): 2,6 DOK: 2 Item Type: CR Score Points: 1 Difficulty: L Sample SBAC Item That Assess Claim #1Conceptual Understanding And Procedural Fluency3rd Grade Number and Operations Fractions

Grade 3 Mathematics Sample SR Item C1 T1 MAT.03.SR.1.000NF.F.266 C1 T1Sample Item ID: MAT.03.SR.1.000NF.F.266 Grade: 03Claim(s): Claim 1: Concepts and Procedures Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency. Assessment Target(s): 1 F: Develop understanding of fractions as numbers. Content Domain: Numbers and Operations Standard(s): 3.NF.1, 3.NF.2 Mathematical Practice(s): 3,6 DOK: 1 Item Type: SR Score Points: 1 Difficulty: M Key: YNYY Stimulus/Source: Target-Specific Attributes (e.g., accessibility issues): Notes: Multi-part item Sample SBAC Item That Assess Claim #1Conceptual Understanding And Procedural Fluency5th Grade Number and Operations Fractions

Grade 5 Mathematics Sample SR Item C1 T1 MAT.05.SR.1.000NF.E.008 C1 T1Sample Item ID: MAT.05.SR.1.000NF.E.008 Grade: 05 Claim 1: Concepts and Procedures Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency.1 E: Use equivalent fractions as a strategy to add and subtract fractions. Claim(s): Assessment Target(s): Content Domain: Number and Operations Fractions Standard(s): 5.NF.1, 5.NF.2 Mathematical Practice(s): 2,4,6 DOK: 1 Item Type: SR Score Points: 2 Difficulty: M Key: YNNY Stimulus/Source: Target-Specific Attributes (e.g., Accessibility Issues): Notes: Multi-part item Sample SBAC Item That Assess Claim #1Conceptual Understanding And Procedural Fluency5th Grade Number and Operations Fractions

Grade 5 Mathematics Sample SR Item C1 T1 MAT.05.SR.1.000NF.E.008 C1 T1Sample Item ID: MAT.05.SR.1.000NF.E.008 Grade: 05 Claim 1: Concepts and Procedures Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency.1 E: Use equivalent fractions as a strategy to add and subtract fractions. Claim(s): Assessment Target(s): Content Domain: Number and Operations Fractions Standard(s): 5.NF.1, 5.NF.2 Mathematical Practice(s): 2,4,6 DOK: 1 Item Type: SR Score Points: 2 Difficulty: M Key: YNNY Stimulus/Source: Target-Specific Attributes (e.g., Accessibility Issues): Notes: Multi-part item Sample SBAC Item That Assess Claim #1Conceptual Understanding And Procedural Fluency3rd Grade Number and Operations Fractions

Grade 3 Mathematics Sample TE Item C1 T1 MAT.03.TE.1.000NF.F.240 C1 T1 Sample Item ID: MAT.03.TE.1.000NF.F.240 Grade: 03Claim(s): Claim 1: Concepts and Procedures Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency. Assessment Target(s): 1 F: Develop understanding of fractions as numbers. 1 K: Reason with shapes and their attributes. Content Domain: Number and OperationsFractions Standard(s): 3.NF.3, 3.G.2 Mathematical 1,2,4 Practice(s): DOK: 2 Item Type: TE Score Points: 3 Difficulty: MKey: See Sample Top-Score Response. Stimulus/Source:Target-specific May present a challenge for students with visual or fine motor skill attributes (e.g., disabilities. accessibility issues): Notes: TE Template: Partition Objects; then Select and Drop Down.

Sample SBAC Item That Assess Claim #1Conceptual Understanding And Procedural Fluency3rd Grade Number and Operations Fractions

Grade 3 Mathematics Sample TE Item C1 T1 MAT.03.TE.1.000NF.F.240 C1 T1 Sample Item ID: MAT.03.TE.1.000NF.F.240 Grade: 03Claim(s): Claim 1: Concepts and Procedures Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency. Assessment Target(s): 1 F: Develop understanding of fractions as numbers. 1 K: Reason with shapes and their attributes. Content Domain: Number and OperationsFractions Standard(s): 3.NF.3, 3.G.2 Mathematical 1,2,4 Practice(s): DOK: 2 Item Type: TE Score Points: 3 Difficulty: MKey: See Sample Top-Score Response. Stimulus/Source:Target-specific May present a challenge for students with visual or fine motor skill attributes (e.g., disabilities. accessibility issues): Notes: TE Template: Partition Objects; then Select and Drop Down.

Sample SBAC Item That Assess Claim #1Conceptual Understanding And Procedural Fluency4th Grade Number and Operations Fractions

Grade 4 Mathematics Sample TE Item C1 TF MAT.04.TE.1.000NF.F.093 C1 TFSample Item Id: MAT.04.TE.1.000NF.F.093 Grade: 04 Claim 1: Concepts and Procedures Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency.1 F: Extend understanding of fraction equivalence and ordering. 1 G: Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Claim(S): Assessment Target(S): Content Domain: Number and OperationsFractions Standard(S): 4.NF.1, 4.NF.2, 4.NF.3 Mathematical Practice(S): 1,2,4,5,6,7 DOK: 2 Item Type: TE Score Points: 2 Difficulty: MKey: See Sample Top-Score Response. Stimulus/Source: Target-Specific Attributes (E.G., Accessibility Issues): Notes: TE templates: Selecting Points and Ranges on Number Lines and Tiling

Sample SBAC Item That Assess Claim #1Conceptual Understanding And Procedural Fluency4th Grade Number and Operations Fractions

Grade 4 Mathematics Sample TE Item C1 TF MAT.04.TE.1.000NF.F.093 C1 TFSample Item Id: MAT.04.TE.1.000NF.F.093 Grade: 04 Claim 1: Concepts and Procedures Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency.1 F: Extend understanding of fraction equivalence and ordering. 1 G: Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Claim(S): Assessment Target(S): Content Domain: Number and OperationsFractions Standard(S): 4.NF.1, 4.NF.2, 4.NF.3 Mathematical Practice(S): 1,2,4,5,6,7 DOK: 2 Item Type: TE Score Points: 2 Difficulty: MKey: See Sample Top-Score Response. Stimulus/Source: Target-Specific Attributes (E.G., Accessibility Issues): Notes: TE templates: Selecting Points and Ranges on Number Lines and Tiling

Sample SBAC Item That Assess Claim #1Conceptual Understanding And Procedural Fluency4th Grade Number and Operations Fractions

Grade 4 Mathematics Sample TE Item C1 TF MAT.04.TE.1.000NF.F.093 C1 TFSample Item Id: MAT.04.TE.1.000NF.F.093 Grade: 04 Claim 1: Concepts and Procedures Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency.1 F: Extend understanding of fraction equivalence and ordering. 1 G: Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Claim(S): Assessment Target(S): Content Domain: Number and OperationsFractions Standard(S): 4.NF.1, 4.NF.2, 4.NF.3 Mathematical Practice(S): 1,2,4,5,6,7 DOK: 2 Item Type: TE Score Points: 2 Difficulty: MKey: See Sample Top-Score Response. Stimulus/Source: Target-Specific Attributes (E.G., Accessibility Issues): Notes: TE templates: Selecting Points and Ranges on Number Lines and Tiling

Sample SBAC Item That Assess Claim #1Conceptual Understanding And Procedural Fluency5th Grade Number and Operations Fractions

Grade 5 Mathematics Sample SR Item C1 T1 MAT.05.SR.1.000NF.F.019 C1 T1Sample Item ID: MAT.05.SR.1.000NF.F.019 Grade: 05Claim(s): Claim 1: Concepts and Procedures Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency. Assessment Target(s): 1 F: Apply and extend previous understandings of multiplication and division to multiply and divide fractions. Content Domain: Number and OperationsFractions Standard(s): 5.NF .5 Mathematical Practice(s): 2 DOK: 2 Item Type: SR Score Points: 1 Difficulty: MKey: 1a.< 1b. > Stimulus/Source: Sample SBAC Item That Assess Claim #1Conceptual Understanding And Procedural Fluency5th Grade Number and Operations Fractions

Grade 5 Mathematics Sample SR Item C1 TF MAT.05.SR.1.000NF.F.026 C1 TFSample Item ID: MAT.05.SR.1.000NF.F.026 Grade: 05Claim(s): Claim 1: Concepts and Procedures Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency. Assessment Target(s): 1 F: Apply and extend previous understandings of multiplication and division to multiply and divide fractions. Content Domain: Number and Operations Fractions Standard(s): 5.NF .5 Mathematical Practice(s): 2 DOK: 1 Item Type: SR Score Points: 1 Difficulty: M Key: YNN Stimulus/Source:Target-Specific Attributes Fractions may use any denominator that is a multiple of 2, 3, (e.g., accessibility issues): 5, and/or 7 and less than or equal to 100. Notes: Multi-part item Sample SBAC Item That Assess Claim #2Problem Solving4th Grade Number and Operations Fractions

Grade 4 Mathematics Sample CR Item Claim 2 MAT.04.CR.2.000NF.A.209 Claim 2Sample Item Id: MAT.04.CR.2.000NF.A.209 Grade: 04Primary Claim: Claim 2: Problem Solving Students 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 carry out mathematical procedures with precision and fluency.Primary Content Domain: Number and OperationsFractions Secondary Content Domain(S):Assessment Target(S): 2 A: Apply mathematics to solve well-posed problems arising in everyday life, society, and the workplace. 1 G: Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Standard(S): 4.NF.3 Mathematical Practice(S): 1,2,6,7,8 DOK: 3 Item Type: CR Score Points: 2 Difficulty: M Key: See Sample Top-Score Response. Stimulus/Source: http://www.tpc.tulane.edu/public_types.html Target-Specific Attributes (E.G., Accessibility Issues): Notes: Multi-part task Sample SBAC Item That Assess Claim #2Problem Solving5th Grade Number and Operations Fractions

Grade 5 Mathematics Sample SR Item Claim 2 MAT.05.SR.2.000NF.A.552 Claim 2Sample Item ID: MAT.05.SR.2.000NF.A.552 Grade: 05Primary Claim: Claim 2: Problem Solving Students 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 interpret and carry out mathematical procedures with precision and fluency.Primary Content Domain: Numbers and operations Fractions Secondary Content Domain(s):Assessment Target(s): 2 A: Apply mathematics to solve well-posed problems arising in everyday life, society, and the workplace. 1 E: Use equivalent fractions as a strategy to add and subtract fractions. Standard(s): 5.NF.1, 5.NF.2, 5.NF.6 Mathematical Practice(s): 1,2,4,6 DOK: 2 Item Type: SR Score Points: 1 Difficulty: M Key: C Stimulus/Source: Sample SBAC Item That Assess Claim #3Communicating and Reasoning3rd Grade Number and Operations Fractions

Grade 3 Mathematics Sample ER Item Claim 3 MAT.03.ER.3.000NF.E.216 Claim 3Sample Item ID: MAT.03.ER.3.000NF.E.216 Grade: 03Primary Claim: Claim 3: Communicating Reasoning Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others. 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: Number and OperationsFractions Secondary Content Domain(s):Assessment Target(s): 3 E: Distinguish correct logic or reasoning from that which is flawed, andif there is a flaw in the argumentexplain what it is. 1 F: Develop understanding of fractions as numbers. Standard(s): 03.NF .2 Mathematical Practice(s): 1,2,4,5 DOK: 3,6 Item Type: ER Score Points: 2 Difficulty: L Key: See Sample Top-Score Response. Stimulus/Source: Target-Specific Attributes (e.g., accessibility issues): Sample SBAC Item That Assess Claim #3Communicating and Reasoning3rd Grade Number and Operations Fractions

Grade 3 Mathematics Sample ER Item Claim 3 MAT.03.ER.3.000NF.E.216 Claim 3Sample Item ID: MAT.03.ER.3.000NF.E.216 Grade: 03Primary Claim: Claim 3: Communicating Reasoning Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others. 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: Number and OperationsFractions Secondary Content Domain(s):Assessment Target(s): 3 E: Distinguish correct logic or reasoning from that which is flawed, andif there is a flaw in the argumentexplain what it is. 1 F: Develop understanding of fractions as numbers. Standard(s): 03.NF .2 Mathematical Practice(s): 1,2,4,5 DOK: 3,6 Item Type: ER Score Points: 2 Difficulty: L Key: See Sample Top-Score Response. Stimulus/Source: Target-Specific Attributes (e.g., accessibility issues): Where to find these and more SBAC example items http://www.smarterbalanced.org/smarter-balanced-assessments/

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Download the zip file26With an Elbow PartnerDiscuss:What type of instruction is needed to help students master this content progression and prepare for the aligned SBAC assessment?

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