an overview of the equip rubric for lessons & units

Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

An Overview of the EQuIP Rubric for Lessons & Units

Dana Cartier

ISBE Math Content Area Specialist

Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

EQuIP Rubric

1.Guide for lesson plan/unit alignment

2.Rating scale - NOT recommended for classroom use or teacher evaluation

Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Dimension I: Alignment to the CCSS

Targets Standard(s)• Content standards• Practice Standards

Balance• Procedural Skill• Conceptual Understanding

Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Dimension II: Key Shifts in CCSS

Focus

Coherence

Rigor

Major Shifts

Focus Coherence

Rigor

Focus

Consider what is not said

Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Math “needs to lose a few pounds” (p.3)

“Teach less, learn more”

“Cannot add “just one more thing”

Grade-level work begins during the first two to four weeks of instruction

Differentiation

Extensions

Grade 6 Cluster Emphases

22

Topic and grade level introduced in Standards

Probability, including chance, likely outcomes, probability models.

7

Statistical distributions, including center, variation, clumping, outliers, mean, median, mode, range, quartiles; and statistical association or trends, including two-way tables, bivariate measurement data, scatter plots, trend line, line of best fit, correlation.

6

Similarity, congruence, or geometric transformations. 8

Symmetry of shapes, including line/reflection symmetry, rotational symmetry.

4

Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Which two of the following represent areas of major focus for the indicated grade?

K Count to 100 by ones & tens Represent addition as putting together Classify objects and count the number of objects in categories

1 Compare and order the lengths of objects Add & Subtract within 20 Interpret Data

2 Estimate lengths of objects using standard units

Solve word problems involving $1 bills, quarters, dimes, nickels and pennies

Compare 2 three digit numbers using >, = & <

3 Solve one-step word problems involving mass or volume

Generate measurement data by measuring lengths using rulers: ½ & ¼

Develop understanding of fractions as numbers

4 Solve word problems involving multiplication of a fraction by a whole number

Understand decimal notation for fractions & compare decimal fractions

Find factor pairs for whole numbers to 100

5 Convert among different sized standard measurement units within a given system

Add & Subtract fractions with unlike denominators

Relate volume to the operations of multiplication and addition

6 Divide fractions by fractions Solve problems by graphing points in all 4 quadrants of the coordinate plane

Develop understanding of statistical variability

7 Find probabilities of compound events Solve real world problems involving the four operations with rational numbers

Compute unit rates associated with ratios of fractions

8 Analyze and solve pairs of simultaneous linear equations

Understand & apply the Pythagorean Theorem

Construct and interpret scatter plots for bivariate measurement data

Coherence

Practice-content coherence

Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Math should make sense

A progression of learning

Use supporting material to teach major work

Coherence supports focus

RigorBalance with equal intensity

– Conceptual understanding– Procedural skill and fluency– Application

Content contained is licensed under a Creative Commons Attribution-ShareAlike

3.0 Unported License

Grade 2 Measurement and Data

 Cluster: Work with time and moneyStandard: 8. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.

1. How many cents do you have if you have two dimes and a nickel?

2. What are all the different ways you can make 25 cents?

Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Professional Development Modules• Intro to Math Shifts

• Deep Dive into the Math Shifts

Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

PD Module in PLS Level 1

Guidance

Accuracy

Engagement

Instructional Expectations

Differentiation

Dimension III: Instructional Supports

Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Dimension IV: Assessment

Observable Evidence of Learning

Assesses Proficiency

Aligned Rubrics/Scoring Guides

Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

• Work in teams• Each person answers independently

on back post-it placed on back of tasks.

• Guess the grade for each task• Guess the standard(s) for each task• Discuss and determine team answer

Try this activity without

looking at standards!

Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Practice Tests

34

practice.parcc.testnav.com

Evidence Tableswww.parcconline.org

35

Evidence Statements Derived from Exact Standards

36

For the PBA, tasks will assess 3.OA.3. This CCSS has been split into 4 Evidence Statements 3.OA.3-1, 3.OA.3-2, 3.OA.3-3 and 3.OA.3-4. The full text of 3.OA.3 is listed in the CCSS.

For Type 1 tasks, “Evidence Statement Text” may represent all or part of CCSS.

“Clarifications” provide item developers with

guidance on the depth and breadth of the tasks.

“MP” - Mathematical Practices provide guidance on how content should be

connected to practices.

Mathematical Practices listed on the top row are Ipso Facto. The se MP’s are a direct consequence of the Evidence Statement. MP’s listed on the second row were considered when developing items.

Where to Access Exemplar Sample Lesson Plans/Units

• http://www.achieve.org/equip • www.achievethecore.org

Click Mathematics

Click Lessons

Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

IL Model Curriculum

Exemplars or Exemplars if

Improved

• Grade 6, Unit 2• Grade 8, Unit 4

EQuIP ResourcesOptional Lesson Plan Template

Grades K-12

Web-based version

PDF version

www.ilclassroomsinaction.org and

www.education.illinoisstate.edu/casei/math/

Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Exit Ticket

3 resources to look at closer.

2 things to start doing.

1 thing to stop doing.

Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Dana Cartierdcartier@illinoiscsi.org

www.facebook.com/ILMathCommonCore

@DanaCartier

Dana Cartier