1. School Year Session 10: February 19, 2014 Geometry? Algebra? We Couldn’t Decide. What the Heck, We’ll do Both! 1.1

2. Agenda Engage New York Algebra II assessment task Break Analyzing the assessment Discussion: assessment of SMPs Planning time Homework and closing remarks 1.2

3. Learning Intentions & Success Criteria Learning Intentions: We are learning to anchor a unit of instruction in a rich student assessment task. Success Criteria: We will be successful when we can identify features of an assessment task and rubric that provide meaningful opportunities to learn about student thinking. 1.3

4. 1.4 An approximate timeline The Big Picture

5. Someone in your group has recent experience Do not “bonk with the big blocks”

6. 1.6 Assessment Task Activity 1: A parabola is defined as the set of points in the plane that are equidistant from fixed point (called the focus of the parabola) and a fixed line (called the directrix of the parabola). Consider the parabola with focus point (1,1) and directrix the horizontal line y = -3. a. What will be the coordinates of the vertex of the parabola? (Engage New York, Algebra II, Module 1)

7. 1.7 Assessment Task Activity 1: Consider the parabola with focus point (1,1) and directrix the horizontal line y = -3. b. Plot the focus and draw the directrix on the graph below. Then draw a rough sketch of the parabola. (Engage New York, Algebra II, Module 1)

8. 1.8 Assessment Task Activity 1: Consider the parabola with focus point (1,1) and directrix the horizontal line y = -3. (Engage New York, Algebra II, Module 1)

9. 1.9 Assessment Task Activity 1: c. Find the equation of the parabola with this focus and directrix. d. What is the y-intercept of this parabola? e. Demonstrate that your answer from (d) is correct by showing that the y-intercept you have identified is equidistant from the focus and the directrix. (Engage New York, Algebra II, Module 1)

10. 1.10 Assessment Task Activity 1: f. Is the parabola in this question (with focus point (1,1) and directrix y = -3) congruent to a parabola with focus (2,3) and directrix y = -1? Explain. g. Is the parabola in this question (with focus point (1,1) and directrix y = -3) congruent to the parabola with equation y = x2? Explain. h. Are the two parabolas from part (g) similar? Why or why not? (Engage New York, Algebra II, Module 1)

11. Break 1.12

12. Analyzing the Assessment Activity 2: Discuss with your groups: What standards do you think this task might assess? In what ways might you be able to score student work relative to those standards?

13. 1.13 Analyzing the Assessment Activity 2: Consider the rubric for the Engage New York assessment task. In relation to the set of standards we identified: What aspects of student performance does the rubric measure well? What aspects of student performance does the rubric measure poorly or not measure at all? How might you edit the rubric to capture a wider range of performance?

14. 1.14 Assessment of SMPs Activity 3: Consider the Standards for Mathematical Practice, especially MP2: Reason abstractly and quantitatively MP5: Use appropriate tools strategically How might we address aspects of these Standards for Mathematical Practice that go beyond the Engage New York rubric? How might we measure this performance through students’ work in an assessment situation?

15. 1.15 Find someone who is teaching similar content to you, and work as a pair. Briefly share the standards for your focus unit. Analyze your own assessment tasks, in relation to the unit you plan to teach. Your goal is to develop a good enough sense of what your unit will look like, and what your assessment will become, that you know how you will modify your assessment. At 7:45, we will ask you to share one modification that you are going to make to your assessment. Planning Time Activity 4:

16. Learning Intentions & Success Criteria Learning Intentions: We are learning to anchor a unit of instruction in a rich student assessment task. Success Criteria: We will be successful when we can identify features of an assessment task and rubric that provide meaningful opportunities to learn about student thinking. 1.16

17. 1.17 Homework & Closing Remarks Homework: Make any necessary modifications to your end-of-unit assessment task and rubric, in light of today’s discussion. Begin planning your selected lessons. In particular, you should select a student task, aligned to your student learning goals and your assessment, that you will modify as part of your planning process. Make initial modifications to your selected task, applying the principles of task modification and the different lenses (levels of cognitive demand and the SBAC claims) that you learned in the fall, and taking into account your student learning goals. Bring your original and modified tasks to class on March 5, for feedback from your peers. Activity 5: