1. 2014 Summer Session Day 2

2. 3 Day Goals
Planning: Writing Assessment Items and Choosing a 3 Act Task
Create a 3 Act Task

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

4. The Sonic Problem1

5. Do you agree or disagree? Why?

6. 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.

7. 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.

8. 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.

9. 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.

10. 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?

12. 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?

13. 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?

15. Revamping Exam Questions
VIDEO CLIP

17. Basketball Paradox

18. ACT ONE

19. VIDEO

20. Basketball Paradox

21. FIRST HALF Brandy Nicole Shot a Shot a LOWER HIGHER PERCENTAGE

22. SECOND HALF Brandy Nicole Shot a Shot a LOWER HIGHER PERCENTAGE

23. AND
BRANDY
WON !!

24. ACT TWO

25. FIRST HALF
Nicole
Shot
70%
Brandy
Shot
60%

26. SECOND HALF
Nicole
Shot
90%
Brandy
Shot
80%

27. They ATTEMPTED the
SAME NUMBER of shots.

28. 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!?

29. ACT THREE

30. 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%

31. 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

32. 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?

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

35. See you tomorrow!