transitioning to the common core state standards and next generation assessments yakima, wa susan...
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Transitioning to the Common Core State Standards and Next Generation Assessments
Yakima, WA
Susan GendronSenior Fellow June 14, 2012
Common Core State Standards
• Define the knowledge and skills students need for college and career
• Developed voluntarily and cooperatively by states; 46 states and DC have adopted
• Provide clear, consistent standards in English language arts/Literacy and mathematics
Source: www.corestandards.org
WHY?
PISA 2009
1 Shanghai-China 556
2 Korea 539
3 Finland 536
4 Hong Kong-China 533
5 Singapore 526
6 Canada 524
7 New Zealand 521
8 Japan 520
9 Australia 515
10 Netherlands 508
17 United States 500
20 Germany 497
21 Ireland 496
22 France 496
25 United Kingdom 494
33 Spain 481
43 Russian Federation 459
48 Mexico 425
53 Brazil 412
57 Indonesia 402
Overall Reading
Scale
Significantly Above OECD Average
Not Significantly Different(OECD Average 493)
Significantly below OECD Average
PISA 2009
Overall Math Scale
Significantly Above OECD Average
Not Significantly Different(OECD Average 496)
Significantly below OECD Average
1 Shanghai-China 600
2 Singapore 562
3 Hong Kong-China 555
4 Korea 546
6 Finland 541
9 Japan 529
10 Canada 527
11 Netherlands 526
13 New Zealand 519
15 Australia 514
16 Germany 513
22 France 497
28 United Kingdom 492
31 United States 487
32 Ireland 487
34 Spain 483
38 Russian Federation 468
51 Mexico 419
57 Brazil 386
61 Indonesia 371
PISA 2009
Overall Science
Scale
Significantly Above OECD Average
Not Significantly Different(OECD Average 501)
Significantly below OECD Average
1 Shanghai-China 575
2 Finland 554
3 Hong Kong-China 549
4 Singapore 542
5 Japan 539
6 Korea 538
7 New Zealand 532
8 Canada 529
10 Australia 527
11 Netherlands 522
13 Germany 520
16 United Kingdom 514
20 Ireland 508
23 United States 502
27 France 498
36 Spain 488
39 Russian Federation 478
50 Mexico 416
53 Brazil 405
60 Indonesia 383
Reading Risk
Mapping State Proficiency Standards onto NAEP Scales, IES August 2011
WAWA
ProficiencyProficiencyGrade 4 Reading 2009Grade 4 Reading 2009
ProficientRequired
NAEP Score
California 60 % 202
Massachusetts 54 % 234
Missouri 47 % 229
New Hampshire 74% 211
Oregon 84 % 177
Washington 73 % 205
Vermont 70% 214
Reading Risk
Mapping State Proficiency Standards onto NAEP Scales, IES August 2011
WAWA
ProficiencyProficiencyGrade 8 Reading 2009Grade 8 Reading 2009
ProficientRequired
NAEP Score
California 48% 259
Minnesota 67% 259
Missouri 50% 267
Vermont 69% 259
Oregon 69% 250
Washington 68% 253
Math Risk
Mapping State Proficiency Standards onto NAEP Scales, IES August 2011
WAWA
ProficiencyProficiencyGrade 4 Mathematics 2009Grade 4 Mathematics 2009
ProficientRequired
NAEP Score
California 65 % 220
Massachusetts 48 % 255
Hawaii 50 % 239
New Hampshire 73 % 237
New Mexico 77 % 224
Washington 52 % 243
Missouri 45 % 246
Math Risk
Mapping State Proficiency Standards onto NAEP Scales, IES August 2011
WAWA
ProficiencyProficiencyGrade 8 Mathematics 2009Grade 8 Mathematics 2009
ProficientRequired
NAEP Score
California 41 % 270
Massachusetts 49 % 300
Missouri 47 % 287
Hawaii 39% 286
Minnesota 58 % 287
Oregon 71 % 266
Washington 53 % 270
Partner Discussion
• What are your risks?• How will you prepare your school for a
potential dip in scores?
15
Post-Secondary Jobs
18
19
20
FOUR KEYS TO COLLEGE AND CAREER READINESS
+ Postsecondary awareness
+ Aspirations
+ Norms/culture
+ Postsecondary costs
+ Tuition
+ Financial aid
+ Matriculation
+ Eligibility
+ Admissions
+ Program
+ Career awareness
+ Requirements
+ Readiness
+ Role and identity
+ Role models
+ Self-advocacy
+ Resource acquisition
+ Institutional advocacy
+ Structure of knowledge
+ Key terms and terminology
+ Factual information
+ Linking ideas
+ Organizing concepts
+ Challenge level
+ Value
+ Attribution
+ Effort
© 2011 David T Conley
+ Problem formulation
+ Hypothesize
+ Strategize
+ Research
+ Identify
+ Collect
+ Interpretation
+ Analyze
+ Evaluate
+ Communication
+ Organize
+ Construct
+ Precision & accuracy
+ Monitor
+ Confirm
+ Ownership of learning
+ Goal setting
+ Persistence
+ Self-awareness
+ Motivation
+ Help seeking
+ Progress monitoring
+ Self-efficacy
+ Learning techniques
+ Time management
+ Test taking skills
+ Note taking skills
+ Memorization/recall
+ Strategic reading
+ Collaborative learning
+ Technology proficiency
Common Core Research
• 1900 entry level courses• Instructor ratings• 25 areas, 14 general
education, • Reviewed syllabi,
assignments and exams
21
Key Findings
• CCSS applicable to success in a wide range of courses
• Challenge level is sufficient• Coherent representation of knowledge
necessary• Core of knowledge is common across general
education and career courses• Career areas tend to have knowledge profiles
that differ from general education22
Lexile Framework® for Reading Study Summary of Text Lexile Measures
600
800
1000
1400
1600
1200
Te
xt L
exi
le M
eas
ure
(L
)
HighSchool
Lit.
CollegeLit.
HighSchoolTexts
CollegeTexts
Military PersonalUse
Entry-Level
Occupa-tions
SAT 1,ACT,AP*
* Source of National Test Data: MetaMetrics
Interquartile Ranges Shown (25% - 75%)
23
MetaMetrics Survey 2000
Arkansas Democrat Gazette
1230 L
Associated Press 1310 L
LA Times 1330 L
Miami Herald 1200 L
New York Post 1280 L
Oakland Tribune 1210 L
Raleigh News & Observer 1220 L
Wall Street Journal 1320 L
USA Today 1200 L
On-the Job On-the Job Lexile RequirementsLexile Requirements
Construction
1,500
1,400
1,300
1,200
1,100
1,000
900
800
Lexile
Craftsman
Nurse
Sales
Secretary
National Adult Literacy Study 1992International Center for Leadership in Education 2009
Key to Effective Instruction Is Alignment
• Organizational Leadership• Instructional Leadership• Teaching
Teaching
Organ
izational
Lead
ersh
ipInstructional
Leadership
Student Achievement
Organ
izational
Lead
ersh
ip
StudentAchievement
Culture
Organizational Leadership
Levin and Elmore
• Everyone needs to collaborate to ensure that daily teaching and learning practices are the focus of the school
• All responsible for success• Principals and teachers are fundamentally
evaluators• Leaders responsible for cultural changes – by
displacing specific norms, structures, and processes by others
Does your culture do this?
Culture
Vision
Organizational Leadership
Common Core State StandardsCommon Core State Standards
• All students graduate college and career ready
• All students are prepared for all entry-level, credit-bearing, academic college courses in English, mathematics, the sciences, the social sciences, and the humanities.
• All students enter these classes ready for success (defined for these purposes as a C or better).
• All American students are prepared for the global economic workplace.
Discussion
• How will you create a culture in your schools of ALL students “college and career ready”?
35
Rigor and Relevance
Teaching
BloomBloom’’ss
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
(NOUNS)
Revised BloomRevised Bloom’’ss
Applying
Creating
Evaluating
Analyzing
Understanding
Remembering
(VERBS)
Rigor/Relevance Framework®
STANDARDS FORENGLISH LANGUAGE ARTS
&LITERACY IN HISTORY/SOCIAL STUDIES,
SCIENCE, AND TECHNICAL SUBJECTS
JUNE 2010
http://www.corestandards.org
Design and Organization
Three appendices:A: Research and evidence; glossary of key termsB: Reading text exemplars; sample performance
tasksC: Annotated student writing samples
http://www.corestandards.org
41
Shared Responsibility for Students’ Literacy Development
• “The Standards insist that instruction in reading, speaking, listening, and language be a shared responsibility within the school” (p. 4).
• “This division reflects the unique time-honored place of ELA teachers in developing students’ literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well” (p. 4).
Adapted from “Key Design Considerations” (page 4 of the Standards)
English Language Arts and Literacy Standards “Roadmap”
READING WRITINGSPEAKING & LISTENING LANGUAGE
10 Anchor Standardsfor College and Career Readiness
10 Anchor Standardsfor College and Career
Readiness
6 Anchor Standards for CCR
6 Anchor Standards for CCR
ELA Standards
K-12
ELA Standards
K-12
ELA Standards
K-12
Literacy Standards
6-12
ELA Standards
K-12
Literacy Standards
6-12
Literary Text
Hist. / S.S.
Sci. / Tech Subj.
Inform Text
1K
2
3
4
5
6
7
8
9-10
11-12
9-10
11-12
6-8
9-10
11-12
6-8
11-12
1K
2
3
4
5
6
7
8
9-10 9-10
11-12
6-8
1K
2
3
4
5
6
7
8
9-10
11-12
1K
2
3
4
5
6
7
8
9-10
11-12
K
1
2
3
4
5
9-10
11-12
6
7
8
Found-ational Skills
1
2
3
4
5
K → → → → → → → → → → →→ → → → → → → → → → →→ → → → → → → → → → →
→ → → → → → → → → → →
→ → → → → → → → → → →→ → → → → → → → → → →
→ → → → → →
→ → → → → →
→ → → → → →
→ → → → → →
→ → → → → →
→ → → → → →
Increasing Sophistication
Kindergarten
Integration of Knowledge and Ideas
9. Compare and contrast the most important points and key details presented in two texts on the same topic.
Grades 11-CCR
Integration of Knowledge and Ideas
9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
Reading Anchor Standard #9 Integration of Knowledge and IdeasAnalyze how two or more texts address similar themes or topics in
order to build knowledge or to compare the approaches the authors take.
45
English Language Arts and Literary Shifts
Engageny.org
Shift 1
Balancing Literature and Informational
Text
Literary/Informational TextLiterature Literature Literature Informational Text
Stories Drama Poetry Literary Nonfiction and Historical, Scientific, and Technical Texts
Includes children’s adventure stories, folktales, legends, fables, fantasy, realistic fiction, and myth
Includes staged dialogue and brief familiar scenes
Includes nursery rhymes and the subgenres of the narrative poem, limerick, and free verse poem
Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics
Reading Framework for NAEP 2009
Grade Literary Informational
4 50% 50%
8 45% 55%
12 30% 70%
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Reading College and Career Readiness Anchor Standards
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Reading College and Career Readiness Anchor Standards
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
50
Reading College and Career Readiness Anchor Standards
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
*8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
51
Shift #2
Building Knowledge in the Disciplines
Shared Responsibility for Students’ Literacy Development
• “The Standards insist that instruction in reading, speaking, listening, and language be a shared responsibility within the school” (p. 4).
• “This division reflects the unique time-honored place of ELA teachers in developing students’ literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well” (p. 4).
Adapted from “Key Design Considerations” (page 4 of the Standards)
Why Literacy in History/Social Studies, Science and Technical?
• Students are consistently unable to meet the demands of reading text within a particular discipline.
• Reading within a discipline is different than reading literature.
• The ability to read within the discipline is important to citizenship.
• Being literate across a broad range of disciplines is required to be considered College and Career Ready.
How is reading history/social studies different from other types of reading?
• History is interpretive.• History is an argument in favor
of a particular narrative.• Who the author is matters.
(sourcing)• The author’s purpose matters.
(bias and perspective)• A single text is problematic.
(corroboration)
How is reading science and technical reading different from other types of reading?
• Focus is on claims and counter claims
• Precise details, complex details and processes
• Analyze results by comparing• Determining what question is being
raised• Navigate text, graphs, tables, charts• Evaluate basis for claims
Reading College and Career Readiness Anchor Standards
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
57
Shift #3
Staircase of Text Complexity
59
Overview of Text Complexity
Reading Standards include over exemplar texts (stories and literature, poetry, and informational texts) that illustrate appropriate level of complexity by grade
Text complexity is defined by:
Qua
litat
ive
1. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands Q
uantitative
2. Quantitative measures – readability and other scores of text complexity
Reader and Task
3. Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned
60
Step 1: Qualitative Measures
Measures such as:• Levels of meaning• Levels of purpose• Structure• Organization• Language conventionality• Language clarity• Prior knowledge demands
61
Measures such as:• Word length• Word frequency• Word difficulty• Sentence length• Text length• Text cohesion
Step 2: Quantitative Measures
Text Complexity Grade Bands and Associated Lexile Ranges
Text Complexity Grade Band in the Standards
Old Lexile Ranges Lexile Ranges Aligned to CCR expectations
K-1 N/A N/A
2-3 450-725 450-790
4-5 645-845 770-980
6-8 860-1010 955-1155
9-10 960-1115 1080-1305
11-CCR 1070-1220 1215-1355
63
Step 3: Reader and Task
Considerations such as:•Motivation•Knowledge and experience•Purpose for reading•Complexity of task assigned regarding text•Complexity of questions asked regarding text
Shift #5
Writing from Sources
College and Career Readiness Anchor Writing Standards
Text Types and Purposes1. Write arguments to support claims in an analysis of substantive
topics or texts, using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.
65
NAEP 2011 Writing Framework
Grade To Persuade To Explain To Convey Experience
4 30% 35% 35%
8 35% 35% 30%
12 40% 40% 20%
College and Career Readiness Anchor Writing Standards
Production and Distribution of Writing4. Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
67
College and Career Readiness Anchor Writing Standards
Research to Build and Present Knowledge7. Conduct short, as well as more sustained research projects
based on questions, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
70
College and Career Readiness Writing Standards
Range of Writing10.Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Writing and Research the Analyzes and Deploys Evidence
• Draw evidence from texts to support and develop:• Analysis• Reflection• Research
• Increase opportunities to write in response to sources• Extensive practice with short, focused research projects
• “typically taking a week and occurring—at a minimum—quarterly”
• Increase focus on argumentation and informative writing, less narrative writing
Shift #4
Text Based Answers
High-quality, Text-dependent Questions & Tasks
• “Among the highest priorities of the Common Core Standards is that students can read closely and gain knowledge from texts.”
• “More questions that can be answered only with reference to the text.”
• “Sequences of questions should elicit a sustained discussion.”
• Tasks must “require the use of more textual evidence.”
College and Career Readiness Anchor Standards for Speaking and Listening
Comprehension and Collaboration1. Range of conversations and collaborations, diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
75
College and Career Readiness Anchor Standards for Speaking and Listening
Presentation of Knowledge and Ideas4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
76
College and Career Readiness Anchor Standards for Language
Conventions of Standard English1. When writing or speaking.2. Use capitalization, punctuation, and spelling when writing.
Knowledge of Language3. To comprehend more fully when reading or listening.
Vocabulary Acquisition and Use4. Determine or clarify the meaning of unknown and multiple-meaning words and
phrases by using context clues, analyzing meaningful word parts, 5. Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings6. Acquire and use accurately a range of general academic and domain-specific words
Shift #6
Academic Vocabulary
Language Progressive Skills
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Tier I - words of everyday speech
Tier II - general academic words, typically found in text, ways to
communicate simple ideas
Tier III - domain-specific words (informational text)
Reading Standards for Literacy in History/Social Studies, Science and Technical Subjects 6-12
Reading critical to building knowledgeAppreciation for the norms and conventionsEvidenceUnderstanding of domain specific wordsAnalyze, evaluate intricate argument, synthesizeComplement the disciplines
Teaching Channel
http://www.teachingchannel.org/videos/pinwheel-discussions-texts-in-conversation
81
Resources
• http://www.achievethecore.org• http://commoncore.org/maps• http://engageny.org• http://www.smarterbalanced.org• http://parcconline.org
STANDARDS FORMATHEMATICS
JUNE 2010
83
Topic Placement in Top Achieving Countries
Topic Placement in the U.S.
K-8 Domain Progressions in CCSS
Domains K 1 2 3 4 5 6 7 8
Counting and Cardinality
Operations and Algebraic Thinking
Number and Operations in Base Ten
Number and Operations - Fractions
Ratios and Proportional Relationships
The Number System
Expressions and Equations
Functions
Measurement and Data
Geometry
Statistics and Probability
Engageny.org
Focus – Shift # 1• Key ideas, understandings, and skills are identified
• Deep learning of concepts is stressed– That is, time is spent on a topic and on learning it well.
This counters the “mile wide, inch deep” criticism leveled at most current U.S. standards.
88
Grade Level Overview
Critical Areas Critical Areas – similar to – similar to
NCTM’s NCTM’s Curriculum Curriculum Focal PointsFocal Points
Coherence – Shift #2
• Articulated progressions of topics and performances that are developmental and connected to other progressions
• Conceptual understanding and procedural skills emphasized equally
• NCTM states coherence also means that instruction, assessment, and curriculum are aligned
90
Format of Pre-K-8 Standards
StandarStandardd2.NBT.1 (code)2.NBT.1 (code)
Domain Domain Grade Grade
LevelLevel
2.NBT (code)
2.NBT (code)
ClusterCluster
Cluster
Heading
Focus
Coherence
Clarity Rigor
Fractions, Grades 3–6 3. Develop an understanding of fractions as numbers. 4. Extend understanding of fraction equivalence and ordering. 4. Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers. 4. Understand decimal notation for fractions, and compare decimal
fractions. 5. Use equivalent fractions as a strategy to add and subtract fractions. 5. Apply and extend previous understandings of multiplication and division
to multiply and divide fractions. 6. Apply and extend previous understandings of multiplication and division
to divide fractions by fractions.
92
Mathematics/Standards for Mathematical Practice
1. Make sense of problems and persevere in solving them
2. Reason abstractly and quantitatively3. Construct viable arguments and critique the reasoning of
others
4. Model with mathematics
5. Use appropriate tools strategically
6. Attend to precision
7. Look for and make use of structure8. Look for and express regularity in repeated reasoning
93
The Common Core State Standards offer the possibility of re-orienting school mathematics around a more robust conception of mathematical competence.
Deborah BallUniversity of Michigan, Nov
2011
95
Implications for Instruction
Mathematical Practices—requires that the Content be taught
through the Practices. That way, the connections are real—
integrated rather than interspersed.
Viewing Mathematical Practices
•Practice 1•Practice 2•Practice 3•Practice 4
•Practice 5•Practice 6•Practice 7•Practice 8
96
Choose one lesson and watch approximately 5-7 minutes of instruction using your rubric. Have a discussion on evidence of the mathematical practice.
97Institute for Advanced Study/Park City Mathematics Institute Secondary School Teachers Program/Visualizing Functions
98
Mathematical practice rubrics
• http://bestcase.wordpress.com/2011/07/22/mathematical-practices/
• RESOURCES TO SUPPLEMENT RUBRICS IMPLEMENTING MATHEMATICAL PRACTICES
Shift #3
Fluency
Rigor -Require fluency, application, and deep understanding
• Conceptual understanding – solving short conceptual problems, applying math in new situations, and speaking about their understanding
• Procedural skill and fluency - speed and accuracy in calculation.
• Application - “real world” situations
Reasoning
• Invite Exploration of important mathematical concepts
• Allow students to solidify and make connections
• Make connections and develop coherent framework for mathematical ideas
• Problem formulation, problem solving and mathematical reasoning
Reasoning
• More than one solution• Development of all students’ disposition to do
math
Mathematically proficient students
• Make conjectures• Build logical progressions to explore the truth
of their conjectures• Justify and communicate their conclusions• Respond to arguments
Which number does not belong? Why?
4 16 36 48 64 81
Instead of asking which numbers are odd?
From: Math for All: Differentiating Instruction, Grades 3-5, Dacey and Lynch
Procedural Fluency
• Knowledgeable about procedures• Know when and how to use them• Skill in performing procedures flexibly,
accurately, efficiently and with understanding
Major flow leading to Algebra
106
Shift #4
Deep Understanding
Cognitively-Guided Instruction Process
Grade 2
116
Grade 6
Focus in Math
http://www.achievethecore.org/steal-these-tools/focus-in-math
118
Shift #5
Application
122
123
Mrs. Olson’s sidewalk (SMARTER)
Mrs. Olson’s sidewalk
• Content Standards 7.G.6, 7.NS.3, 8.G.7 • Make sense of problems and persevere in
solving them (P1). They will need to analyze the information given and choose a solution pathway.
• Attend to precision (P6) in their careful use of units in the cost calculations.
125
Shift #6
Dual Intensity
A Schematic representation of CCSSM content
Dual Intensity
HS Pathways
1) Traditional (US) – 2 Algebra, Geometry and Data, probability and statistics included in each course
2) International (integrated) three courses including number , algebra, geometry, probability and statistics each year
3) Compacted version of traditional – grade 7/8 and algebra completed by end of 8th grade
4) Compacted integrated model, allowing students to reach Calculus or other college level courses
As Felicia gets on the freeway to drive to her cousin's house, she notice that she is a little low on gas. There is a gas station at the exit she normally takes, and she wonders if she will have to get gas before then. She normally sets her cruise control at the speed limit of 70mph and the freeway portion of the drive takes about an hour and 15 minutes. Her car gets about 30 miles per gallon on the freeway, and gas costs $3.50 per gallon.
Describe an estimate that Felicia might do in her head while driving to decide how many gallons of gas she needs to make it to the gas station at the other end.Assuming she makes it, how much does Felicia spend per mile on the freeway? Alignment 1: N-Q.1, N-Q.3
Teaching Channel
• http://www.teachingchannel.org/videos/surface-area-lesson?fd=1
Resources
• PARCC Resources: http://parcconline.org • Progressions & Common Core Tools
http://commoncoretools.wordpress.com
• Illustrative Mathematicshttp://illustrativemathematics.org
Resources
• National Council of Supervisors of Math: www.mathleadership.org/ccss
• Mathematics Assessment Project (MAP):• http://map.mathshell.org.uk/materials/
tasks.org
Performance Task drawn from the Ohio Performance Assessment Project.
Performance Task drawn from the Ohio Performance Assessment Project.
Performance Task drawn from the Ohio Performance Assessment Project.
JUNE 22-27
ORLANDO
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