Lunch and Learn: A Collaborative Time for North Carolina Teachers Your Presenter Information

Thank You Burroughs Wellcome Your lunch today was provided through a generous donation by Burroughs Wellcome

Goals for Lunch and Learn Network with teachers from across North Carolina to share resources for implementation of Common Core State Standards. Review important NCDPI resources. Review latest assessment information. Participate in grade level activities that support deep understanding of standards.

New Friends Introduce yourself to the teachers in the room by sharing the following information… Name, School, County What is your favorite number? Explain.

Major Work Sixth Grade Major ClustersSupporting/Additional Clusters Ratios and Proportional Relationships  Understand ratio concepts and use ratio reasoning to solve problems. The Number System  Apply and extend previous understandings of multiplication and division to divide fractions by fractions.  Apply and extend previous understandings of numbers to the system of rational numbers Expressions and Equations  Apply and extend previous understandings of arithmetic to algebraic expressions.  Reason about and solve one-variable equations and inequalities.  Represent and analyze quantitative relationships between dependent and independent variables. The Number System  Compute fluently with multi-digit numbers and find common factors and multiples. Geometry  Solve real-world and mathematical problems involving area, surface area, and volume. Statistics and Probability  Develop understanding of statistical variability.  Summarize and describe distributions.

Resources NCDPI wikispaces K-2 Assessment Tasks Illustrative Mathematics Inside Mathematics Turnonccmath.org- NCSU Collaborative with Jere Confrey and colleagues

Grade 6-8 Assessment

Assessment items will be designed, developed, and classified to ensure that the cognitive rigor of the operational test forms align to the cognitive complexity and demands of the Common Core State Standards (CCSS) for Mathematics. These items will require students to not only recall information, but also apply concepts and skills and make decisions.

Grade 6-8 Assessment Grades 3 and 4 mathematics assessments will consist of four-response-option multiple-choice items. The Grades 5–8 mathematics assessments and the Algebra I/Integrated I assessment will consist of four- response-option multiple-choice items and about twenty percent gridded-response items requiring numerical responses. All CCSS mathematics assessments will include both calculator-active and calculator-inactive sections.

Grade 6-8 Assessment One-third to one-half of the Grades 3–8 assessments will be comprised of calculator-inactive items. Grades 3–8 mathematics assessments will be designed for paper/pencil administrations and may have an online administration option. If the EOG is 1/3 to ½ calculator-inactive, what are the implications for preparing students? Discuss at your table.

6 th Grade Gridded Response Guidelines Write only one digit or symbol in each box. Spaces are permitted before or after your answer, but not within the answer. Darken the corresponding circle below each box. The computer scores based on the darkened circles. For a negative number, write a negative sign in the top of the leftmost column. Darken the top circle below. Do not use symbols such as commas or dollar signs. Use only symbols that are provided in the circles. If an answer is a mixed number, it must be changed and entered as an improper fraction or a decimal. Example C has the mixed number four and one-half, which is 9/2 as an improper fraction or 4.5 as a decimal.

6 th Grade Gridded Response

Think-Pair-Share How do you plan to integrate gridded response into your instruction?

Sixth Grade Workshop 6.SP Summarize and describe distributions. 4. Display numerical data in plots on a number line, including dot plots, histograms, and box plots. 5. Summarize numerical data sets in relation to their context, such as by: a. Reporting the number of observations. b. Describing the nature of the attribute under investigation including how it was measured and its units of measurement. c. Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered. d. Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.

Sixth Grade Workshop Resources Box and Whisker Plots Human Box Plot Human Box Plot x-plots/lesson.php x-plots/lesson.php box%20and%20whisker%20plot 0box%20and%20whisker%20plot ealth/activity2.shtm ealth/activity2.shtm

Sixth Grade Workshop Phases of a good CCSS math lesson  Engage  Explore  Explain  Elaborate  Evaluate Formative Summative

Sixth Grade Workshop Becky, You will edit this portion of the PowerPoint to include… human box and whisker plot activity other resources that I added that you like and want to include 90 minute workshop This includes the time needed to eat

Goals for Lunch and Learn Network with teachers from across North Carolina to share resources for implementation of Common Core State Standards. Review important NCDPI resources. Review latest assessment information. Participate in grade level activities that support deep understanding of standards.

Lunch and Learn: A Collaborative Time for North Carolina Teachers Your Presenter Information