• What is PUHSD ACT/CCSS Vision for

mathematics curriculum, instruction and

assessment?

• What is the definition of rigor and relevance?

What does it look like, what does it sound like?

• How will you incorporate researched-based

instructional strategies to create a learning plan

that meets the demand of CCSS?

• Fewer and more rigorous. The goal was increased clarity.

• Aligned with college and career expectations – prepare all students for success on graduating from high school.

• Internationally benchmarked, so that all students are prepared for succeeding in our global economy and society.

• Includes rigorous content and application of higher-order skills.

• Builds on strengths and lessons of current state standards.

• Conceptual versus procedural

• The same goals for all students

• Coherence

• Focus

• Clarity and specificity

• Articulated progressions of topics and performances

that are developmental and connected to other

progressions (PUHSD Learning Trajectory)

• Conceptual understanding and procedural skills

stressed equally

NCTM states coherence also means that instruction,

assessment, and curriculum are aligned.

• Key ideas, understandings, and skills are identified

• Deep learning of concepts is emphasized

• That is, adequate time is devoted to a topic and learning it well.

This counters the “mile wide, inch deep” criticism leveled at most

current U.S. standards.

• Skills and concepts are clearly defined.

• An ability to apply concepts and skills to new situations is

expected.

http://curriculumsharepoint.puhsd.loc/math/Lists/Announcements/Attachments/14/PUHSD Implementation of CCSS AZ 2010 standards.visual representation.pdf

Common Core AZ 2010

Cambridge

ACT

IB

Instructional Resources:

• From course standards to test blueprints and model instructional units, QualityCore's breadth and depth of educational resources allow educators to customize instruction to meet their particular students' needs.

Test Builder:

• QualityCore's interactive formative item pools provide educators with customizable quizzes and interim benchmark assessments, saving time while ensuring that teachers identify trouble spots in student learning in a timely way.

End-of-Course Assessments:

• QualityCore's End-of-Course Assessments provide educators with constructed-response and multiple-choice options to evaluate student gains in achievement course by course.

Score Reports & Progress Reporting:

• Reports provide local, state, and national comparisons of students' performance within each course, as well as evaluate students' progress toward college readiness unique to each course.

Instructional

Resources

• Sample

Lesson

http://www.act.org/qualitycore/

http://www.actstudent.org/plan/index.html

http://www.actstudent.org/plan/index.html

• Essential question:

What is PUHSD

ACT/CCSS Vision for

mathematics

curriculum, instruction

and assessment?

Consider a single concept or standard covered

in your course

Identify a task students will complete to show

mastery of the concept or standard

Discuss this information with your team; be

prepared to share one example in whole group

Demonstrate deep, conceptual understanding of

important mathematical content that connects

within and among content domains

Problem solve, reason, generalize, justify, and

judge the validity of arguments

investigation

Effectively communicate mathematical

understanding

Address real-world questions, issues, or problems

similar to those encountered in the experience of

mathematicians and other professionals who use

mathematics to solve problems

Help determine what topics to investigate,

problems to study, and how to tackle them

Return to your student task

With a partner, examine the task for rigor and

relevance using the template

Identify specific strengths, weaknesses, and

improvements

•How can I use

instructional strategies

to increase rigor and

relevance in our

classroom?

• highlights 73 instructional strategies—

applicable to all courses—organized by

four categories:

•Learning Independently

•Sharing Ideas

•Engaging in Inquiry

•Monitoring Progress

•What do you think is meant by the

“intended, enacted, and assessed

curriculum”?

•Have you ever experienced a

disconnect from your students due to this

situation?

•A framework for evaluating curriculum, standards,

and assessments so they can

be studied for alignment

• Introduced in response to No Child Left Behind, where

states were required to show that their standards,

curriculum, and assessments were aligned with

equivalent breadth and depth

• Focuses on content and cognitive demand

of test items, instructional strategies, and performance

standards

•Level 1 measures Recall at a

literal level.

•Level 2 measures a Skill or

Concept at an interpretive

level.

•Level 3 measures Strategic

Thinking at an evaluative

level.

• Webb (2002)

•Recall and recognize information

such as facts, definitions,

theorems, terms, formulas, or

procedures

•Solve one-step problems, apply

formulas, and perform well-

defined algorithms

•Demonstrate an understanding of

fundamental math concepts

•Simplify this expression: 3(x2 + 2) – 5(2x2 + 3x – 4) + 2(–x2 – 4)

•What is the complex conjugate of – 2i ?

•In the first year, the tuition at a local college is $4,000. If the tuition increases by $600 per year, how much will tuition be in the tenth year?

•Engage in mental processing beyond recall or habitual response

•Determine how to approach a problem

•Solve routine multistep problems

•Estimate quantities, amounts, etc.

•Use and manipulate multiple formulas, definitions, theorems, or a combination of these

•Collect, organize, classify, display, and compare data

• The sum of two integers is 5. The sum of

their cubes is 35. What is the sum of

their squares?

•What is the complex conjugate of ?

•A career advisor tells Ming that a

financial consultant earns $43,000 for

the first year, and there is a 3% annual

pay raise. If Ming takes a job as a

financial consultant, what will be her

highest annual salary after working a

total of

35 years?

2

3i

• Engage in abstract, complex thinking

•Determine which concepts to use in

solving complex problems

•Use multiple concepts to solve a

problem

• Reason, plan, and use evidence to

explain and justify thinking

•Make conjectures

• Interpret information from complex

graphs

•Draw conclusions and develop

logical arguments

• Jack, Luka, and Tony took a quiz.

Luka’s score was 12 less than Tony’s

score and 3 times Jack’s score. If Jack’s

score was of Tony’s score, what was

Tony’s score?

• Elaine drew a parabola passing

through the point (4, 16) and having x-

intercepts at (6, 0) and (–4, 0). Which

is an equation of the parabola that

Elaine drew?

1

9

•Work with a partner to determine the DOK

level of your assigned questions and then

discuss with the other pair who has the

same assignment.

•Group should reach consensus on DOK for

each item.

Return to your student task

Write a Level 2 and a Level 3 assessment for

this task

Share within your group and be prepared to

share at least one idea in whole group.

•Bring student work (range of

responses) from The Pancake Special

problem

• Implement another Educator’s Toolbox

strategy that you do not currently use

•Bring textbook, syllabus, and a lesson