Welcome High School Principals’ Session Shifts in Mathematics

Outcome Principals will become aware of expected shifts in mathematics instruction.

Shifts in Mathematics 1. Focus 2. Coherence 3. Fluency 4. Deep Understanding 5. Application 6. Dual intensity

Shifts in Mathematics Locate this document.

Task On your chart paper, create a “visual” representation that summarizes your group’s assigned “SHIFT.” 6 Shifts in Mathematics

Share Your Shift

Expected Changes in Mathematics Tasks In addition to the traditional tasks, students will be asked to complete tasks that: assess more than one standard. assess both content and practice standards simultaneously. are not scaffolded. take an extended period of time to complete.

270 miles 09:20 AM Do they have to stop for gas? Explain your reasoning. Suppose they decide to stop for gas and the stop takes 30 minutes. If they continue their trip at the same speed, what time will they reach LA? The figure shows a conversation between two friends. Let’s look at a math task of the future. Appendix F- ITN PARCC Item Development

Will they need to stop for gas? Yes they will need to stop for gas. They have enough gas to travel miles but according to the road sign, the distance to Los Angeles is 270 miles What time will they arrive in Los Angeles? Driving 270 miles at 55 miles per hour will take 4 hours and 54 minutes. According to the clock the current time is 9:20 a.m.. This means that they will arrive in Los Angeles at 2:44 p.m. Solution

270 miles 09:20 AM Do they have to stop for gas? Explain your reasoning. Suppose they decide to stop for gas and the stop takes 30 minutes. If they continue their trip at the same speed, what time will they reach LA? The figure shows a conversation between two friends. Which of the characteristics described in the “Shifts” or “Expected Changes in Tasks” does this task illustrate?

Expected Changes in Mathematics Tasks In addition to the traditional tasks, students will be asked to complete tasks that: assess more than one standard. assess both content and practice standards simultaneously. are not scaffolded. take an extended period of time to complete.

Debriefing the Task This task draws on content from: Grade 7. Cluster :Analyze Proportional relationships and use them to solve real world problems. The numbers in the task are not limited to integers. The task: is not scaffolded. takes an extended amount of time to solve. assesses both content and practice standards. assesses more than one standard.

“Shifts” illustrated by this task Shift 1 :Focus This task focuses on analyzing proportional relationships and using them to solve real world problems which is a critical concept in grade 7. Shift 2 :Coherence What students need to know and be able to do to complete this task connects to their learning of measurement, multiplication and division in the elementary grades.

“Shifts” illustrated by this task Shift 3 :Procedural Fluency Students are able to efficiently and accurately complete the multiplication and division computations necessary to solve the proportions. Shift 4 :Deep Conceptual Understanding Students who successfully complete this task demonstrate conceptual understanding of proportional reasoning.

“Shifts” illustrated by this task Shift 5: Applications (Modeling) To complete this task, students must choose and use an appropriate mathematical model without being prompted to do so. Shift 6: Dual Intensity By completing this task, students demonstrate that they know that this task requires the use of proportional reasoning and that they are able to successfully carry out the computations required to solve a proportion.

AWAY FROMTOWARD Solving equations mechanicallySolving equations as a process of reasoning Limiting Word problems that invite arithmetic skills Word problems that invite algebraic approaches Integer AlgebraRational Number Algebra Mechanically simplifying or expanding expressions Using properties of operations to rewrite expressions Appendix F- ITN PARCC Item Development

Mathematics Instruction of the Future To successfully implement the Common Core Mathematics Curriculum, what must mathematics teachers: KEEP DOING??? STOP DOING??? START DOING???

Project Choices Power Point Professional Development Module Intervention Activity Enrichment Activity UDL Activity

Academy at a Glance Day 1 SessionAudienceTime FrameSession Focus Morning School Teams 3 One hour Rotations Literacy Standards compared to the Standards for Mathematical Practice Afternoon Mathematics Teachers by Level 1 2 hour and 50 minute block Review Unit Plans Lesson Seeds Principals 4 45 minute rotations Shifts in Mathematics

Academy at a Glance Day 2 SessionAudienceTime FrameSession Focus Morning Mathematics Teachers by Level 1 3 hour block Review Lesson Plans PARCC Task Types Afternoon NA 1 3 hour block Project Development

Academy at a Glance Day 3 SessionAudienceTime FrameSession Focus Morning Mathematics Teachers by Level 1 3 hour block Project Presentations Shifts in Mathematics Afternoon School Teams 1 3 hour block Planning Meetings

Exit Ticket Please share your questions and concerns on the provided Exit Ticket.