an overview of the equip rubric for lessons & units
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An Overview of the EQuIP Rubric for Lessons & Units. Dana Cartier ISBE Math Content Area Specialist. EQuIP Rubric. G uide for lesson plan/unit alignment Rating scale - NOT recommended for classroom use or teacher evaluation. Dimension I: Alignment to the CCSS. Targets Standard(s ) - PowerPoint PPT PresentationTRANSCRIPT
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An Overview of the EQuIP Rubric for Lessons & Units
Dana Cartier
ISBE Math Content Area Specialist
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EQuIP Rubric
1.Guide for lesson plan/unit alignment
2.Rating scale - NOT recommended for classroom use or teacher evaluation
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Dimension I: Alignment to the CCSS
Targets Standard(s)• Content standards• Practice Standards
Balance• Procedural Skill• Conceptual Understanding
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Dimension II: Key Shifts in CCSS
Focus
Coherence
Rigor
Major Shifts
Focus Coherence
Rigor
Focus
Consider what is not said
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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
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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
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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
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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?
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Professional Development Modules• Intro to Math Shifts
• Deep Dive into the Math Shifts
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PD Module in PLS Level 1
Guidance
Accuracy
Engagement
Instructional Expectations
Differentiation
Dimension III: Instructional Supports
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Dimension IV: Assessment
Observable Evidence of Learning
Assesses Proficiency
Aligned Rubrics/Scoring Guides
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• 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!
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Practice Tests
34
practice.parcc.testnav.com
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
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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/
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Exit Ticket
3 resources to look at closer.
2 things to start doing.
1 thing to stop doing.
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Dana [email protected]
www.facebook.com/ILMathCommonCore
@DanaCartier
Dana Cartier