1. Elementary Mathematics
C&I/PL
Formative Assessment
11/11/2019
Elementary Mathematics

2. Outcomes: At the end of this session participants will be able to:
Deepen their understanding of the Instructional, Assessment, and Curriculum Shifts
Locate Go Math Assessment resources for Ongoing, Across Lesson, and end of Unit Formative Assessment
Analyze, Reflect and Identify Formative Actions using the CFA Cycle of Continuous Improvement along with Key Assessment and Planning Resources from Go Math
C&I/PL
11/11/2019

3. Instructional Shifts
Assessment Shifts
Curriculum Shifts

4. Instructional Shifts Engage Explore Explain Elaborate Evaluate
Emphasis on Skill Acquisition
1.Teacher instructs students in a concept or skill.
2.Teacher solves example problems with class.
3.Students practice on their own while teacher assists individual students.
Emphasis on Understanding
1. Students make connections to prior knowledge
2.Teacher poses a complex,
thought provoking problem.
Students struggle with the problem.
3.Students solve problems cooperatively using tools.
4.Students solve more rigorous problems. Various students present ideas or solutions to the class. Class discusses the various solution methods making connections.
5.The teacher summarizes the class conclusions. Students solve a related problem or reason about the strategy.
Engage
Explore
Explain
Elaborate
Evaluate
How can we use the 5 E’s to facilitate the shift
Engage, Explore, Explain, Elaborate, Evaluate

5. Curriculum Shifts Using pencil and paper find the quotient: 10 ÷1.59
Given the data:
Cheeseburgers cost $1.59 each and you have $10.00
Can you afford to buy 10? Why or why not?
How many can you afford to buy?
Create two additional questions that arise from the situation.

6. Assessment Shifts

7. Supporting the work of an AC

8. Assessments in Go Math Ongoing Across Lessons Across Units
Show What you Know
Quick Check
Essential Question/Math Journal
Personal Math Trainer
Ongoing
Data Driven Decision Making
Mid Chapter Checkpoint
Chapter Performance Tasks
Chapter Review
Across Lessons
Critical Area Performance Task
Portfolio Assessment
Beginning/Mid-Year/End of Year Tests
Interim Tests
Across Units

9. Ongoing Assessment
11/11/2019

10. Personal Math Trainer
11/11/2019

11. Data Driven Decision Making: Backwards Mapping the Chapter Test
Data Driven Decision Making outlines how specific items on the Chapter Test are related to State Standards and specifc lessons in the Go Math TE. It also suggests how a teacher might Intervene either using the Personal Math Trainer or suggested pages from the program.
How will students demonstrate conceptual understanding?
What are some anticipated responses and misconceptions?
What tools and representations will I need to incorporate?
What specific questions or explanations will I need to prepare?

12. Interim Assessment Data
Standards Analysis: Identify Standards of Strength and Needs for the Grade Level; Discuss Contributing Instructional Strategies; Plan Next Step Actions
CLAIM Analysis: Analyze CLAIM of Greatest Need; Discuss Contributing Instructional Structures/Strategies; Plan Next Steps
Cross Level Articulation Analysis: Identify Standards of Strength/Needs Across Grade Levels for a Continuum Progression of Standards; Plan Next Steps
C&I/PL
11/11/2019

13. Assessment Claims for Mathematics
Claim #1 Concepts & Procedures: Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.
Claim #2 Problem Solving: Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.
Claim #3 Communicating Reasoning: Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.
Claim #4 Modeling and Data Analysis: Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.
10 min.
Which claim do you think that we scored lowest on?
The Standards are woven into the Claims. Assessment shifts: how do reorganize classrooms so that students get to experience these types of assessments in your classroom
Claim 1 is 40% of SBAC others are 20%
All
In Red is everything we did during the activator. Teachers will be given a handout with grade level examples of each claim. Have groups make connections from the examples to the claims.
HANDOUT- Smarter Balanced Claims

14. AC TEAM BIG IDEA PLANNING
We will be looking at the following resources:
Scope and Sequence & Quarterly Planner
Go Math TE: Teaching for Depth, Learning Progressions, About the Math
Go Math PD Video Podcast
Data Driven Decision Making
Math Progression Documents
Common Core Math Companion

15. BIG IDEA PLANNING: Scope and Sequence & Qt. Planner
Major Clusters is where you will spend a majority of your time. This means that you will be teaching these concepts throughout the entire year finding ways to embed these concepts into the supporting and additional clusters. In order to do this, as a teacher/AC plans they can constantly be asking themselves, “How does this lesson connect to a major cluster standard?”
Not every standard will be connected, but a majority of the standards will/can reinforce the key concept of a major cluster.
The major clusters can be thought of as the answer to, “What is critical for my students to know/master by the end of the year?”
Explain the Scope and Sequence packet and purpose
Explain the Quarterly Planner and its components

16. Go Math: TEACHING FOR DEPTH
The “Teaching for Depth” section of the TE outlines the big ideas for the upcoming unit. This provides more information to teachers on how to assure a greater focus on the big ideas outlined in the standards. It also will suggest some essential tools that would be used to build conceptual understanding and outlines the Math Practices specific to the unit of study.

17. Go Math: Learning Progressions and Content Standards

18. Go Math: PD Video Podcast
Take a moment to View the Go Math PD Video Podcast, Analyze the tasks, questions, problems, representations and student responses.
How could you utilize this resource in AC Teams for planning?

19. Math Progressions Documents
One video for decimal multiplication – watch if time permits

20. Common Core Math Companion
The Common Core Mathematics Companions clearly lay out:
The mathematics embedded in each standard for a deeper understanding of the content.
Examples of what effective teaching and learning look like in the classroom.
Connected standards within each domain so teachers can better appreciate how they relate.
Priorities within clusters so teachers know where to focus their time.
The three components of rigor: conceptual understanding, procedural skills, and applications.
Vocabulary and suggested materials for each grade-level band with explicit connections to the standards.
Common student misconceptions around key mathematical ideas with ways to address them.
C&I/PL
11/11/2019