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Teacher’s Guide to the PARCC Model Content Frameworks for High School Mathematics October 16, 2012

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Teacher’s Guide to the PARCC Model Content Frameworks for High School Mathematics October 16, 2012. Heather Brown. Objectives. Poll #1. Find the mean of 18, 18, 20, 21 and 28 10 18 19 20 21. Poll #1. Find the mean of 18, 18, 20, 21 and 28 10 18 19 20 21. Poll #2. - PowerPoint PPT Presentation
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Teacher’s Guide to the PARCC Model Content Frameworks for High School Mathematics October 16, 2012 Heather Brown Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License
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Page 1: Teacher’s Guide to the PARCC Model Content Frameworks for High School Mathematics October 16, 2012

Teacher’s Guide to the PARCC Model Content Frameworks for

High School MathematicsOctober 16, 2012

Heather Brown

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Page 2: Teacher’s Guide to the PARCC Model Content Frameworks for High School Mathematics October 16, 2012

Objectives

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To discover the elements of the Model Content Frameworks

To use the Model Content Frameworks to aid in the implementation of the Common Core State Standards for Mathematics.

Page 3: Teacher’s Guide to the PARCC Model Content Frameworks for High School Mathematics October 16, 2012

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Page 4: Teacher’s Guide to the PARCC Model Content Frameworks for High School Mathematics October 16, 2012

Poll #1

Find the mean of 18, 18, 20, 21 and 28

A. 10

B. 18

C. 19

D. 20

E. 21

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Page 5: Teacher’s Guide to the PARCC Model Content Frameworks for High School Mathematics October 16, 2012

Poll #1

Find the mean of 18, 18, 20, 21 and 28

A. 10

B. 18

C. 19

D. 20

E. 21

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Page 6: Teacher’s Guide to the PARCC Model Content Frameworks for High School Mathematics October 16, 2012

Poll #2What statistical measurement would most closely represent the potential pay of a new clerk if there are ten clerks who all make about the same amount and a manager who makes ten times as much?

A. Range

B. Mean

C. Median

D. Mode

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Page 7: Teacher’s Guide to the PARCC Model Content Frameworks for High School Mathematics October 16, 2012

Poll #2What statistical measurement would most closely represent the potential pay of a new clerk if there are ten clerks who all make about the same amount and a manager who makes ten times as much?

A. Range

B. Mean

C. Median

D. Mode

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Page 8: Teacher’s Guide to the PARCC Model Content Frameworks for High School Mathematics October 16, 2012

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Page 9: Teacher’s Guide to the PARCC Model Content Frameworks for High School Mathematics October 16, 2012

Key Advances of the Common Core

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MATHEMATICS

Focus, coherence and clarity: emphasis on key topics at each grade level and coherent progression across grades

Balance between procedural fluency and understanding of concepts and skills

Promote rigor through mathematical proficiencies that foster reasoning and understanding across discipline

ANCHORED IN COLLEGE AND CAREER READINESS

Slide from PARCC 2012

Page 10: Teacher’s Guide to the PARCC Model Content Frameworks for High School Mathematics October 16, 2012

Focus and Coherence

Time

Discussion

Interactions

Connections

NOT a checklist

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Page 11: Teacher’s Guide to the PARCC Model Content Frameworks for High School Mathematics October 16, 2012

Slide from PARCC 2012

Page 12: Teacher’s Guide to the PARCC Model Content Frameworks for High School Mathematics October 16, 2012

High School Pathways

Page 13: Teacher’s Guide to the PARCC Model Content Frameworks for High School Mathematics October 16, 2012

Things to Consider

• Appendix A vs. PARCC MCF• 2011 MCF Draft vs. 2012 Final MCF• Standards don’t change

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Page 14: Teacher’s Guide to the PARCC Model Content Frameworks for High School Mathematics October 16, 2012

PARCC Model Content Frameworks

Purpose• Support implementation • Inform development of item specifications and PARCC

assessments

• Audience• Curriculum directors• Teachers and administrators

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Page 15: Teacher’s Guide to the PARCC Model Content Frameworks for High School Mathematics October 16, 2012

Key Elements of thePARCC Model Content Framework

15

High SchoolCourse

IndividualEnd of Course

Overviews

Pathway Summary

Tables

Assessment Limits Tables for Standards Assessed in More than

One Course

Mathematical Practices in Relation to Course Content

Key Advances

Fluency Recommendations

Page 16: Teacher’s Guide to the PARCC Model Content Frameworks for High School Mathematics October 16, 2012

Individual End of Course Overviews

Green – major

Blue – supporting

Yellow – additional

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IndividualEnd of Course

Overviews

Page 17: Teacher’s Guide to the PARCC Model Content Frameworks for High School Mathematics October 16, 2012

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Page 18: Teacher’s Guide to the PARCC Model Content Frameworks for High School Mathematics October 16, 2012

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Page 19: Teacher’s Guide to the PARCC Model Content Frameworks for High School Mathematics October 16, 2012

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Page 20: Teacher’s Guide to the PARCC Model Content Frameworks for High School Mathematics October 16, 2012

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Page 21: Teacher’s Guide to the PARCC Model Content Frameworks for High School Mathematics October 16, 2012

Key Advances from the Previous Grades or Courses

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Key Advances

Page 22: Teacher’s Guide to the PARCC Model Content Frameworks for High School Mathematics October 16, 2012

Key Advances to Geometry

• Because concepts such as rotation, reflection, and translation were treated in the grade 8 standards mostly in the context of hands-on activities, and with an emphasis on geometric intuition, high school Geometry will put equal weight on precise definitions.

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Page 23: Teacher’s Guide to the PARCC Model Content Frameworks for High School Mathematics October 16, 2012

Discussion of Mathematical Practices in Relation to Course

Content

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Mathematical Practices in Relation to Course Content

Page 24: Teacher’s Guide to the PARCC Model Content Frameworks for High School Mathematics October 16, 2012

Connecting Content and Practice: Algebra II

MP7 Look for and make use of structure

Delve deeper into transforming expressions that reveal meaning

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Page 25: Teacher’s Guide to the PARCC Model Content Frameworks for High School Mathematics October 16, 2012

How would you assess practices and content?

• http://www.parcconline.org/samples/mathematics/high-school-seeing-structure-equation

• Claim A Students solve problems involving the major content for their grade level with connections to practices.

• A.SSE Seeing structure in expressions

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Page 26: Teacher’s Guide to the PARCC Model Content Frameworks for High School Mathematics October 16, 2012

How would you assess practices and content?

• http://www.parcconline.org/samples/mathematics/high-school-functions

• Claim A Students solve problems involving the major content for their grade level with connections to practices.

• F.IF.9 Compare properties of two functions each represented in a different way.

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Page 27: Teacher’s Guide to the PARCC Model Content Frameworks for High School Mathematics October 16, 2012

Fluency Recommendations

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Fluency Recommendations

Page 28: Teacher’s Guide to the PARCC Model Content Frameworks for High School Mathematics October 16, 2012

Fluency

• F.IF.3 Fluency in translating between recursive definitions and closed forms is helpful when dealing with many problems involving sequences and series, with applications ranging from fitting functions to tables to problems in finance.

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Page 29: Teacher’s Guide to the PARCC Model Content Frameworks for High School Mathematics October 16, 2012

Pathway Summary Tables

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Pathway Summary

Tables

Page 30: Teacher’s Guide to the PARCC Model Content Frameworks for High School Mathematics October 16, 2012

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Page 31: Teacher’s Guide to the PARCC Model Content Frameworks for High School Mathematics October 16, 2012

Assessment Limits Tables for Standards Assessed on More than One End-of-Course Test

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Assessment Limits Tables for Standards Assessed in More than

One Course

Page 32: Teacher’s Guide to the PARCC Model Content Frameworks for High School Mathematics October 16, 2012

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Page 33: Teacher’s Guide to the PARCC Model Content Frameworks for High School Mathematics October 16, 2012

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Page 34: Teacher’s Guide to the PARCC Model Content Frameworks for High School Mathematics October 16, 2012

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Slide from PARCC 2012

Page 35: Teacher’s Guide to the PARCC Model Content Frameworks for High School Mathematics October 16, 2012

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Page 36: Teacher’s Guide to the PARCC Model Content Frameworks for High School Mathematics October 16, 2012

MAJOR, SUPPORTING and ADDITIONAL Inform instructional resources

Evaluate instructional materials

Do NOT sort and teach in order

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Page 37: Teacher’s Guide to the PARCC Model Content Frameworks for High School Mathematics October 16, 2012

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Page 38: Teacher’s Guide to the PARCC Model Content Frameworks for High School Mathematics October 16, 2012

Progressionshttp://ime.math.arizona.edu/progressions/

Avoid Crosswalks

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Page 39: Teacher’s Guide to the PARCC Model Content Frameworks for High School Mathematics October 16, 2012

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