1. Shifts in Mathematics Session

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

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

4. Shifts in Mathematics Locate this document.

5. Task: Create a representation on your chart paper that summarizes your group’s assigned “SHIFT”.

6. Group Sharing

7. Will they need 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, at what time will they reach LA? The figure below shows a conversation between two friends. Appendix F- ITN 2012-31-PARCC Item Development 270 LET’S LOOK AT A MATHEMATICS TASK OF THE FUTURE 9:20 AM

8. Will they need to stop for gas? Yes, they will need to stop for gas. They have enough gas to travel 262.5 miles but according to the road sign, the distance to Los Angeles is 270 miles Solution

9. At 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 4 hours 54 minutes plus 30 minutes ≈ 5 hours 24 minutes

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

11. AWAY FROMTOWARD Solving equations mechanically Solving equations as a process of reasoning Limiting word problems that invite arithmetic skills Including word problems that invite algebraic approaches Limiting integer algebraIncluding rational number algebra Mechanically simplifying or expanding expressions Using properties of operations to rewrite expressions Appendix F- ITN 2012-31-PARCC Item Development

12. Will they need to stop for gas? Explain your reasoning. Suppose they decide to stop for gas and the stop lasts 30 minutes. If they continue their trip at the same speed, at what time will they reach LA? The figure below shows a conversation between two friends. Appendix F- ITN 2012-31-PARCC Item Development 270 9:20 AM Which “Shifts” and “Changes” are represented by this task? Why do you think so? LET’S LOOK AT A MATHEMATICS TASK OF THE FUTURE

13. Debriefing the Task This task draws on content from: Cluster 7.RP.1-3. 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 content standard.

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

15. Academy at a Glance Day 1 SessionAudienceTime FrameSession Focus Morning School Teams Three 1 -hour Rotations Comparison between the Literacy Standards and the Standards for Mathematical Practice Afternoon Mathematics Teachers by Level One 2-hour and 50 minute block Review Unit Plans Lesson Seeds Principals Four 45-minute rotations Shifts in Mathematics

16. Academy at a Glance Day 2 SessionAudienceTime FrameSession Focus Morning Mathematics Teachers by Level One 3-hour block Review Lesson Plans PARCC Task Types Afternoon N/A One 3-hour block Project Development

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

18. Project Choices Professional Development Module Enrichment Activity Intervention Activity UDL Activity

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