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Unpacking the Standards and

Preparing for the PARCC Assessments

Adapted with permission from: Eric MilouRowan UniversityPreparing for PARCC Oct2012.ppthttp://www.ericmilou.com/

Westwood Regional SchoolsDepartment of Mathematics

Diane Carroll, SupervisorJanuary 21, 2013

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More time on computation but not the same old way

Engaging & ActiveArcademicskillbuilders.com

Less passive worksheetsAre you ready for the challenge?

CCSS Domain Progression

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PARCC in 2014 - 2015Online assessments for Grades 3-8 and high

schoolUse of a mix of item types, including selected

response, constructed response, technology enhanced and complex performance tasks.

Two components, both given during final weeks of the school year.

Use of both electronic and human scoring, with results expected within two weeks.

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Overview of Mathematics Task Types

PARCC mathematics assessments will include three types of tasks.

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Task Type Description of Task Type

I. Tasks assessing concepts, skills and procedures

• Balance of conceptual understanding, fluency, and application

• Can involve any or all mathematical practice standards• Machine scorable including innovative, computer-based

formats• Will appear on the End of Year and Performance Based

Assessment components

II. Tasks assessing expressing mathematical reasoning

• Each task calls for written arguments / justifications, critique of reasoning, or precision in mathematical statements (MP.3, 6).

• Can involve other mathematical practice standards• May include a mix of machine scored and hand scored

responses• Included on the Performance Based Assessment

component

III. Tasks assessing modeling / applications

• Each task calls for modeling/application in a real-world context or scenario (MP.4)

• Can involve other mathematical practice standards.• May include a mix of machine scored and hand scored

responses• Included on the Performance Based Assessment

component

PARCC & SBAC

P ARCC Sample Items at:http://www.parcconline.org/samples/

item-task-prototypesSBAC interactive items at:

http://sampleitems.smarterbalanced.org/itempreview/sbac/index.htm

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Big IdeasElementary K-2: Place Value & 10Grades 3-5+: Fractions!Grades 6-8: AlgebraHigh School: Modeling

Modeling links classroom mathematics and statistics to everyday life, work, and decision-making.

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Number Line Task

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0 a b Where is a+b on the number line?

a+bb-aa-b

(Need to know where 1 is.)

Where is b-a?

Where is a-b?

What about (a/b)?

5.NF.5

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How Much Space?

Janie’s Ipod holds 10 Mb of music. Janie downloaded songs that were 2 Mbs. How many songs can she fit on her Ipod?

Richard also has an Ipod that holds 10 Mb of music. He downloaded shorter songs that were only ½ Mb. How many songs can he fit on his Ipod?

Picture of 10 ÷ ½

|--------------------- 10 MB---------------------|

Grade 6 Content & Pacing

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Grade 6: EE, CR

Grade 6: EE, TE

Grade 7 Content & Pacing

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Grade 7: Number, ER

Grade 7: Geometry, TE

More Resources

NJDOE model curriculumKATM FlipbooksNC Unpacking The Mathematics Assessment

Project (MAP)Illustrative Math

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Mathematics Assessment Project (MAP) http://map.mathshell.org.uk/materials

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Mathematics Assessment Project (MAP)

a Task Collection with each task cross-referenced to the CCSS

a set of Prototype Test Forms showing how the tasks might be assembled into balanced assessments

Things to Consider in Summary

Is modeling and contexts a part of daily instruction?

Depth of content especially fractions in grades 3-6.

Be wary of extraneous context.Embed Mathematical Practices including

discourse, scaffolding, and reasoning. (Not word problems at the end of the lessons.)

Revising assessments to include authentic performance tasks.

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Today’s Goals

Pacing calendar for 2012-2013Identify supplemental resources on

UbD curriculumInclude supplements on pacing

calendar and in binderIdentify follow up needed:

2013-2014 CCSSM ImplementationRevised District curriculum by June

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