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 High School CC Math I Standards for Assessment Major ClustersSupporting/Additional Clusters The Real Number System  Extend the properties of exponents to rational exponents. Quantities  Reason quantitatively and use units to solve problems. Seeing Structure in Expressions  Interpret the structure of expressions  Write expressions in equivalent forms to solve problems. Arithmetic with Polynomials and Rational Expressions  Perform arithmetic operations on polynomials Reasoning with Equations and Inequalities  Solve equations and inequalities in one variable.  Solve systems of equations. Building Functions  Build new functions from existing functions.

Major Work High School CC Math I Standards for Assessment Major ClustersSupporting/Additional Clusters Creating Equations  Create equations that describe numbers or relationships. Reasoning with Equations and Inequalities  Understand solving equations as a process of reasoning and explain the reasoning.  Represent and solve equations and Congruence  Experiment with transformations in the plane. Geometric Measurement and Dimension  Explain volume formulas and use them to solve problems. Interpreting Categorical and Quantitative Data  Interpret linear models.

Major Work High School CC Math I Standards for Assessment Major ClustersSupporting/Additional Clusters Interpreting Functions  Understand the concept of a function and use function notation.  Interpret functions that arise in applications in terms of the context.  Analyze functions using different representations. Building Functions  Build a function that models a relationship between two quantities. Linear, Quadratic, and Exponential Models  Construct and compare linear and exponential models and solve problems.  Interpret expressions for functions in terms of the situation they model.

Major Work High School CC Math I Standards for Assessment Major ClustersSupporting/Additional Clusters Expressing Geometric Properties with Equations Use coordinates to prove simple geometric theorems algebraically. Interpreting Categorical and Quantitative Data  Summarize, represent, and interpret data on a single count or measurement variable.  Summarize, represent, and interpret data on two categorical and quantitative variables.

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

Algebra I/ Integrated Math I Test Specifications

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. Algebra I/ Integrated Math I Test Specifications

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. Algebra I/ Integrated Math I Test Specifications

One-third of the Algebra I/ Integrated Math I assessment will be comprised of calculator-inactive items. The Algebra I/Integrated I mathematics assessment will be designed for an online administration but will also be available in a paper/pencil version. If the EOC is 1/3 calculator-inactive, what are the implications for preparing students? Discuss at your table. Algebra I/ Integrated Math I Test Specifications

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.

Gridded Response

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

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

Workshop Karen, You will edit this portion of the PowerPoint to include… statistics and probability new content take away lessons 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