Ask participants to talk at their tables about how the task illustrates the Shifts or the Expected Changes in Tasks. Have a randomly selected person from each table group share the highlights of the conversations. There are 4 additional problems which illustrate the “Shifts” and Changes”. Show the slides which display “Expected each of the problems and ask participants to analyze each Power Point slides: problem to determine which or change” is “shift” “expected Expected being illustrated by the problem. Changes in Do only as many of these problems as your time allows. Refer participants to turn to the of Shifts and Mathematics “Summary Expected Changes Including Illustrations” handout in their Tasks binders for future reference when preparing for school team Examples of planning. Changes in Expectations Gas Task with Talking points: Appendix F of the PARCC ITN documents offer questions comments that would be good talking points to share with NEW SINCE participants. THE MAY 24 Multiplication problem (shirts): TRAINING The small factors of 3 and 4 make feasible a “Shifts strategy, which does not meet the standards. The Illustrated by standard requires students to multiply. this task (3 The larger factors in the problem make slides) “counting-all” NEW a poor strategy. This problem assesses 3.OA.3, and SINCE THE should focus on products and related quotients from MAY 24 the three harder quadrants on the multiplication TRAINING table, appearing primarily in multi-step problems. Four Sample Problems The word problem (apples): The original is a good multi-step problem that invites Copies of methods” of arithmetic. 40 x 0.35 = 14.00, of “forward “Summary and 40 2=38, and 38 x 0.45 = 17.10, and 17.10 Shifts and – – 14.00 = 3>10. Her profit is $3.10. This is a very Expected Changes appropriate problem for Grade 5 students who are on Including target for being College and Career ready. This is the Illustrations” stepping off point that leads to the incorporation of algebraic thinking which is one of the major shifts in instruction. The transition from arithmetic to algebra involves problems such as the second illustration that invite an
Power Point slides: Expected Changes in Mathematics Tasks Examples of Changes in Expectations Gas Task with questions NEW SINCE THE MAY 24 TRAINING “Shifts Illustrated by this task (3 slides) NEW SINCE THE MAY 24 TRAINING Four Sample Problems Copies of “Summary of Shifts and Expected Changes Including Illustrations” Ask participants to talk at their tables about how the task illustrates the Shifts or the Expected Changes in Tasks. Have a randomly selected person from each table group share the highlights of the conversations. There are 4 additional problems which illustrate the “Shifts” and “Expected Changes”. Show the slides which display each of the problems and ask participants to analyze each problem to determine which “shift” or “expected change” is being illustrated by the problem. Do only as many of these problems as your time allows. Refer participants to turn to the “Summary of Shifts and Expected Changes Including Illustrations” handout in their binders for future reference when preparing for school team planning. Talking points: Appendix F of the PARCC ITN documents offer comments that would be good talking points to share with participants. Multiplication problem (shirts): The small factors of 3 and 4 make feasible a strategy, which does not meet the standards. The standard requires students to multiply. The larger factors in the problem make “counting-all” a poor strategy. This problem assesses 3.OA.3, and should focus on products and related quotients from the three harder quadrants on the multiplication table, appearing primarily in multi-step problems. The word problem (apples): The original is a good multi-step problem that invites “forward methods” of arithmetic. 40 x 0.35 = 14.00, and 40 – 2=38, and 38 x 0.45 = 17.10, and 17.10 – 14.00 = 3>10. Her profit is $3.10. This is a very appropriate problem for Grade 5 students who are on target for being College and Career ready. This is the stepping off point that leads to the incorporation of algebraic thinking which is one of the major shifts in instruction. The transition from arithmetic to algebra involves problems such as the second illustration that invite an
Day_3_ES_AM_Content_Session_Precedure_Guide_for_Master_Teachers.docx