Individual Project CCSSM Interpretation Guide

Three Components Part 1. Standard or Set of Standards Part 2. Interpretation of the Standard Part 3. “Check Point” Formative Assessment Tasks

Part 1. Standard or Set of Standards Select a Domain: OA, NF, etc. Select a Grade Level: K–5 From the lists, pick 1 st & 2 nd choices of standards Pack & Stack, move to designated tables. Confer with colleagues & instructors Rule of Thumb: No more than one person per school may select a specific standard. Confirm with instructor for “official” sign-up sheet.

Part 2. Interpretation of Standard Sit in your “standards working group.” Begin unpacking (study your resources) CCSSM (Common Core Standards Mathematics) Class notes, Progressions documents, fraction book Unpacked content (North Carolina document) Arizona & Hawaii documents

Part 2 (Written Report) Grade: 6 Domain: Expressions and Equations (EE) Cluster: Apply and extend previous understandings of arithmetic to algebraic expressions. Standard: 6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers. a. Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation “Subtract y from 5” as 5 – y. b. Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, describe the expression 2 (8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms. c. Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s3 and A = 6 s2 to find the volume and surface area of a cube with sides of length s = 1/2.

Part 2 (approximately 3 pages) What does the standard really mean students will be understanding? What concept-based language, representations, diagrams, contexts, and strategies will you use? Write an explanation in teacher-friendly language. Provide examples of (1) these ideas in classroom practice (2) “teacher talk” around this mathematical idea.

Part 3 “Check Point” Formative Assessment Task (a) Write a formative assessment task to reveal student thinking on the math in the standard. (b) Provide an example of proficient student work. (c)Annotate the student work or explain using evidence from it to indicate how it relates to the standard. This shows me the student understands how to extend decomposition to a ten to multiples of ten…… This shows me the student knows how to decompose 36 … ………

Electronic submission MS Word or compatible file Label with last name & standard: laughlin-3NF1-Project.doc Issue: Hand-drawn diagrams Please scan diagram and place into document (ask for help if needed) If necessary, hand draw diagrams and bring a printed copy of the project to UWM Enderis Hall Room 267

Assessment Resources MMP Website “CABS” & Constructed Response Quick links: NAEP released items: