1. Performance Task and the common core

2. Analysis sheet Phases of problem sheet Performance task sheet

3.  Extensive problem situation covering many different skills in an applied setting  Requires thinking skills Getting information Working with the information Using information for a purpose Using information to craft a product Using information to communicate with audience

4.  Require students to make meaning of the content, context and respond appropriately  Contains multiple prompts that may or may not scaffold to a culminating activity  Measures something important  Are clear and unambigious  May be answered more than one way  Require construction of a response rather than selecting answers from options given  Have complexity  Have set criteria and indicators for evidence of learning

5. Not a performance task: exercise What is x?

6. Performance Task

7.  Students demonstrate understanding of skills and knowledge in unrehearsed ways  Students extend and connect content understandings to new situations  Students know when to apply understanding to more complex content applications

10.  Demonstrate independence  Build strong content knowledge  Respond to the varying demands of audience, task, purpose and discipline  Comprehend as well as critique  Value evidence  Use technology and digital media strategically and capably  Come to understand other perspectives and cultures

11.  Make sense of problems and persevere in solving them  Reason abstractly and quantitatively  Construct viable arguments and critique the reasoning of others  Model with math  Use appropriate tools strategically  Attend to precision  Look for and make use of structure  Look for and express regularity in repeated reasoning

12. Common Core State Standards specify K-12 expectations for college and career readiness Common Core State Standards specify K-12 expectations for college and career readiness All students leave high school college and career ready Teachers and schools have information and tools they need to improve teaching and learning Interim assessments Flexible, open, used for actionable feedback Summative assessments Benchmarked to college and career readiness Teacher resources for formative assessment practices to improve instruction

14.  Solving the Task  Interpreting and using information presented in words and other forms  Using mathematics as a means of communication  Using the mathematical language; e.g., graphs, tables and algebra, etc to analyze and translate situations  Interpreting and using information presented in a variety of familiar and non mathematical forms

15.  Mathematics involved in the task  Mathematical content, domain, standards, clusters?  Mathematical Practices involved in completing the task  SMP1,2,3,4,5,6,7,8?  Adjusting the task for your class needs  How will you use/modify the task for your classroom?  Pedagogy  What instructional strategy will you employ?

16.  Discussion:  Mathematics involved in the task  Mathematical practices involved in completing the task  Adjusting the task for your class needs  Pedagogy

17.  Discussion:  Mathematics involved in the task  Mathematical practices involved in completing the task  Adjusting the task for your class needs  Pedagogy

18.  Discussion:  Mathematics involved in the task  Mathematical practices involved in completing the task  Adjusting the task for your class needs  Pedagogy

19.  Discussion:  Mathematics involved in the task  Mathematical practices involved in completing the task  Adjusting the task for your class needs  Pedagogy

20.  Discussion:  Mathematics involved in the task  Mathematical practices involved in completing the task  Adjusting the task for your class needs  Pedagogy

22.  Student work Samples on each task will be analyzed against standards identified in the morning.  Student work samples will be annotated to reveal how and where the standards are met  Next steps for students will be determined by drawing on strengths and determining an actionable challenge to be addressed by the student  Modifications to be made on the performance task will be identified