2014 Summer Session Day 2

3 Day Goals Planning: Writing Assessment Items and Choosing a 3 Act Task Create a 3 Act Task

Day 2 Overview Sonic Problem Pacing guides/backward design Basketball Paradox 3 Act Planning

The Sonic Problem1

Do you agree or disagree? Why?

The Menu The point here is that teachers can use pictures, video, and other multimedia options to engage their students and increase the amount of dialogue (general leading to mathematical) in their classes.

Sample Item 5: RICH TASK/Constructed Response Take a moment and solve item number 43058 With your elbow partner: Discuss your solution to this problem. What math concept does this question address? Compare and contrast this item with items you have seen or used in the past. How might this impact future assessment? Grade 3, Claim 1: Concepts and Procedures CCSS: 3.NF.3a (Domain: Number and Operations-Fractions; Cluster: Develop understanding of fractions as numbers; Standard: 3. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.) Note that this item demonstrates a shift in the standards, asking grade 3 students to understand that fractions are numbers, not just pizzas and pies (or a “part” of something). Also note that this question is 5 questions in one. Some students think of multiple choice questions as having one correct answer, but this is really 5 questions in one. In the next slide, we will ask the teachers to write a “5-in-1” question as the “take-away” for this part of the session.

RICH TASK/Constructed Response Grade 3, Claim 1: Concepts and Procedures CCSS: 3.NF.3a (Domain: Number and Operations-Fractions; Cluster: Develop understanding of fractions as numbers; Standard: 3. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.) Note that this item demonstrates a shift in the standards, asking grade 3 students to understand that fractions are numbers, not just pizzas and pies (or a “part” of something). Also note that this question is 5 questions in one. Some students think of multiple choice questions as having one correct answer, but this is really 5 questions in one. In the next slide, we will ask the teachers to write a “5-in-1” question as the “take-away” for this part of the session.

Now it’s Your Turn: Write a “Rich Task/Constructed Response” question that targets a concept for your grade level. Share your question with your group. Ask for someone from 1 or 2 of the groups to share their favorite question and why they liked it.

Revamping Exam Questions Choose two of your current exam questions and revamp by writing 2 of the following 3 types: 4-in-1 Checkmark Grid Who's Correct?

Spend a Dollar Brain storm a list of major topics for your grade/content area and record them on a piece of chart paper If you only have a dollar to spend on your curriculum for the year how much would you be willing to pay for of your major topics? How could this activity help you to plan your school year?

Common Core Focus Documents Take a look at the Common Core Focus Document for your grade level/content area. How does this document compare to your priorities in the spend a dollar activity?

Revamping Exam Questions VIDEO CLIP

Basketball Paradox

ACT ONE

VIDEO

Basketball Paradox

FIRST HALF Brandy Nicole Shot a Shot a LOWER HIGHER PERCENTAGE

SECOND HALF Brandy Nicole Shot a Shot a LOWER HIGHER PERCENTAGE

AND BRANDY WON !!

ACT TWO

FIRST HALF Nicole Shot 70% Brandy Shot 60%

SECOND HALF Nicole Shot 90% Brandy Shot 80%

They ATTEMPTED the SAME NUMBER of shots.

Basketball Paradox Two basketball rookies, Nicole and Brandy, had a bet about their first season: the one with the higher free throw percentage for the season would win. They both ended up with the same total number of attempted free throws for the season. In the first half of the season Nicole had a better percentage than Brandy (70% vs 60%) and she also beat Brandy in the second half of the season (90% vs 80%). And yet, Brandy won the bet! How could this be possible!?

ACT THREE

Player Shots Makes Pct Nicole A 200 140 70% Brandy A 5 3 60% Nicole B 10 9 90% Brandy B 205 164 80% Total 210 149 71% 167 79.52%

3 Act Planning Use this time to create your 3 Act Task Incorporate some sort of video or picture Create a worksheet to go along with it

3 Act Must Haves A multimedia element (video or picture) Worksheet to go with your task Assessment items 4 in one Check mark grid Who’s correct?

Bring your computer and any props needed for your 3 act task

See you tomorrow!