grade 6 module 1 study mid-module assessment presentation
Post on 02-Feb-2017
223 Views
Preview:
TRANSCRIPT
© 2012 Common Core, Inc. All rights reserved. commoncore.org
NYS COMMON CORE MATHE MATICS CURRI CULUM A Story of Ratios
A Story of RatiosModule 1 Focus - Grade 6
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Objectives
• Articulate and model the instructional approaches to teaching the content of the first half of the lessons.
• Examine how the topics and lessons promote mastery of the focus standards and address the major work of the grade.
• Examine lesson components including Examples vs. Exercises, Application Problems, Concept Development, Problem Sets, and Exit Tickets.
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Participant Poll• Classroom teacher• School leader• Principal• District leader• BOCES representative
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Agenda• Review of Module Structure• Examination of the Module Overview and the Topic Openers• Lesson Study• Coherence Across the Module
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
A Story of Ratios
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Review of Module Structure
Module Overview
Topic A Topic B Topic C Topic D
Lessons 1
- 8
Lessons 9
- 15
Lessons
16 -23
Lessons
24 - 29
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Agenda• Review of Module Structure• Examination of the Module Overview and the Topic Openers• Lesson Study• Coherence Across the Module
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Module Overview
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Topic Openers – Topic A
• Read the descriptive narrative. • Make note of important information that will help educators implement these
lessons.
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Topic Openers – Topic B
• Read the descriptive narrative. • Make note of important information that will help educators implement these
lessons.
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Topic Openers – Topics A and B• How does each topic contribute
to the overall instructional goal of the module?
• How are the Topic Openers useful as a planning tool?
• What is the relationship between the Topic Opener and the other components of the module?
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Agenda• Review of Module Structure• Examination of the Module Overview and the Topic Openers• Lesson Study• Coherence Across the Module
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Lesson Study• Examine the development and function
of each lesson component.
• Lesson Type (Socratic, Modeling Cycle, Exploration, Problem Set)
• Lesson Title• Student Outcomes• Optional Lesson Notes• Classwork: Examples and Exercises • Application Problems• Concept Development• Practice Set*• Student Debrief/Exit Ticket
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Lesson 1Student Outcomes• Students understand that a ratio is an ordered pair of non-negative
numbers, which are not both zero. • Students understand that a ratio is often used in lieu of describing the first
number as a multiple of the second. • Students use the precise language and notation of ratios (3: 2, 3 to 2).• Students understand that the order of the pair of numbers in a ratio
matters, and that the description of the ratio relationship determines the correct order of the numbers.
• Students conceive of real-world contextual situations to match a given ratio.
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Lesson 1 - RatiosLesson Notes:• The first two lessons of this module will develop the students
understanding and definition of the term ratio. • A ratio is always a pair of numbers, like 2:3, and never a pair of quantities
like 2 cm : 3 sec. Keeping this straight for students will require consistently correct use of the term ratio. It will require keeping track of the units in a word problem separately.
• To help distinguish between ratios and statements about quantities that define ratios, we use the term ratio relationship to describe an English phrase in a word problem that indicates a ratio.
• Typical examples of ratio relationship descriptions include, “3 cups to 4 cups,” “5 miles in 4 hours,” etc. The ratios for these ratio relationships are 3:4 and 5:4, respectively.
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Lesson 1- RatiosThe coed soccer team has four times as many boys on it as it has girls. We say
the ratio of the number of boys to the number of girls on the team is 4:1, we read this as “four to one.”
• Let’s create a table to show how many boys and how many girls are on the team.
# of Boys # of Girls Total # of Players
4 1 5
8 2 10
12 3 15
From the table, we can see that there are four boys for every one girl on the team.
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Lesson 1- RatiosSuppose the ratio of boys to girls on a different soccer team is 3:2Create a table like the one shown below to show possibilities of the number of
boys and girls on the soccer team.
# of Boys # of Girls Total # of Players
3 2 5
6 4
10 9 6
15
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Lesson 1- RatiosCan we make a tape diagram (or bar model) that shows that there are 3/2 as
many boys as girls? Which description makes the relationship easier to visualize? Saying the ratio
is 3 to 2 or saying there are 3 halves as many boys as girls? There is no right or wrong answer, have students explain why they picked their
choice.
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Lesson 1 - RatiosRead through the rest of the lesson to see how it develops. Share your thoughts with your neighbor and write down key points you would
like to discuss and share with the whole group.
Five minute share.
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Lesson 2 - Ratios• Students reinforce their understanding that a ratio is an ordered pair of
non-negative numbers, which are not both zero. • Students continue to learn and use the precise language and notation of
ratios (3: 2, 3 to 2).• Students recognize ratio language as such.• Students demonstrate their understanding that the order of the pair of
numbers in a ratio matters.• Students create multiple ratios from a context in which more than two
quantities are given.• Students conceive of real-world contextual situations to match a given
ratio.
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Lesson 2 - Ratios
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Lesson 3 – Equivalent Ratios• Students develop an intuitive understanding of equivalent ratios by using
tape diagrams to explore possible quantities of each part given the part to part ratio.
• Students use tape diagrams to solve problems where the part to part ratio is given and the value of one of the quantities is given.
• Students formalize a definition of equivalent ratios: Two ratios : and 𝐴 𝐵: are equivalent ratios if there is a positive number, , such that = 𝐶 𝐷 𝑐 𝐶 𝑐𝐴
and = .𝐷 𝑐𝐵
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Lesson 3 – Equivalent RatiosShanni and Mel are using ribbon to decorate a project in their art class. The ratio of the length of
Shanni’s ribbon to Mel’s ribbon is 7:3. • Create a table.• Draw a tape diagram to represent this ratio.
Shanni
Mel
7 inches
3 inches
7:3
7 to 3
2 m2 m 2 m2 m 2 m2 m 2 m
2 m 2 m2 m
14 meters
6 meters
14:6
14 to 6
21 inches
9 inches
21:9
21 to 9
What ratios can we say are equivalent to 7:3?
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Lesson 3 – Equivalent RatiosTake 5 minutes to work through Exercise 4 with your neighbor.
Share your thoughts!
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Lesson 4 – Equivalent Ratios• Given a ratio, students will identify equivalent ratios.• Students use tape diagrams and the description of equivalent ratios to
determine if two ratios are equivalent. • Students relate the common factor, c, in the description of equivalent
ratios to the tape diagrams they’ve been using to find equivalent ratios.
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Lesson 4 – Equivalent Ratios
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Lesson 4- Equivalent RatiosExercise 3:In a bag of mixed walnuts and cashews, the ratio of walnuts to cashews is 5:6.
Determine the amount of walnuts that are in the bag if there are 54 cashews. Use a tape diagram to support your work. Justify your answer by determining equivalent ratios.
54
walnuts
cashews
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Lesson 4- Equivalent RatiosExercise 3:In a bag of mixed walnuts and cashews, the ratio of walnuts to cashews is 5:6.
Determine the amount of walnuts that are in the bag if there are 54 cashews. Use a tape diagram to support your work. Justify your answer by determining equivalent ratios.
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Correlations Between Lessons 1-2 and 3-4• Take 3 minutes to discuss with your table partners the correlations you see
between Lessons 1 and 2 to Lessons 3 and 4. • Share with whole group.
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Lesson 5 – Solving Problems by Finding Equivalent Ratios
• Students use tape diagrams to find an equivalent ratio given the part to part ratio and the total of those quantities.
• Students use tape diagrams to find an equivalent ratio given the part to part ratio and the difference between those two quantities.
• Students make the connection between the common factor, c, in definition of equivalent ratios and the value of the unit in the tape diagram used to solve ratio problems.
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Lesson 5 – Solving Problems by Finding Equivalent RatiosA County Superintendent of Highways is interested in the numbers of different types of
vehicles that regularly travel within his county. In the month of August a total of 192 registrations were purchased for passenger cars and pickup trucks at the local Department of Motor Vehicles. They reported that in the month of August, for every 5 passenger cars registered there were 7 pickup trucks registered. How many of each type of vehicle were registered there in the month of August?
5:7 part-to-part7:5 part-to-part5 to 12 part-to-whole7 to12 part-to-whole
Passenger Cars
Pickup Trucks
12 equal parts
192 vehicles
192 divided by 12 = 16
5 x 16 = 80 passenger cars
7 x 16 = 112 pickup trucks
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Lesson 6 – Solving Problems by Finding Equivalent Ratios
Gallery Walk! Spend 2 minutes at each station to determine the answers to each question.
Share with the group the rigor you find in the problems provided in the examples.
• Students use tape diagrams to solve problems given a ratio between two quantities, and a change to those quantities that
changes the ratio.
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Correlations Between Lessons 1-4 and 5-6• Take 3 minutes to discuss with your table partners the correlations you see
between Lessons 1 -4 and Lessons 5-6. • Share with whole group.
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Lesson 7 – Associated Ratios and the Value of a Ratio
• Students understand the relationship between ratio and fractions.• Students understand that given a ratio A : B, different ratios can be formed
from the numbers A and B, such as B : A, A : (A + B), and B : (A + B), that are associated with the same ratio relationship.
• Students describe the fraction A / B associated with the ratio A : B as the value of the ratio A to B.
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Lesson 7 – Associated Ratios and the Value of a Ratio
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Lesson 7 – Associated Ratios and the Value of a Ratio
Take five minutes to discuss the duration of the lesson with your neighbor.
Take note of how the lesson evolves, noting connections to the past lessons, as well as the rigor that is encompassed within the lesson.
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Lesson 8 - Equivalent Ratios Defined Through Value of a Ratio
• Students understand the value of a ratio A:B is A/B. They understand that if two ratios are equivalent they have the same value.
• Students use the value of a ratio to solve ratio problems in a real-world context.
• Students use the value of a ratio in determining if two ratios are equivalent.
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Lesson 8 - Equivalent Ratios Defined Through Value of a Ratio
• Recall that given a ratio A : B, where B ≠ 0, we call the quotient, A / B, the value of the ratio.
• Circle any equivalent ratios from the list below. Ratio: 1 : 2 Value of the Ratio: Ratio: 5 : 10 Value of the Ratio:Ratio: 6 : 16 Value of the Ratio:Ratio: 12 : 32 Value of the Ratio: • What do you notice about the value of the equivalent ratios?• Note that 1:2 is not the same ratio as 5:10, we don’t say they are equal.
The ratios are not the same, but their values are equal. Would this always be the case? Would the values of equivalent fractions always be equal?
1/2
1/2
3/8
3/8
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Exercise 2:Here is a theorem: If two ratios are equivalent, then they have the same value.Can you provide any counter-examples to the theorem above?• Allow students to try this in pairs. Observe the progress of students and question
student’s counter-examples. Ask for further clarification or proof that the two ratios are equivalent, but do not have the same value. If students still think they have discovered a counter-example, share the example with the class and discuss why it is not a counter-example.
• Ask entire class if anyone thought of a counter-example. If students share examples, have others explain why they are not counter-examples. Then discuss why there are not possible counter-examples to the given theorem. It is important for students to understand that the theorem is always true so it is not possible to come up with a counter-example.
Lesson 8 - Equivalent Ratios Defined Through Value of a Ratio
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
• Read through the duration of the lesson with a table partner. Be prepared to discuss your findings with the group.
• SHARE!
Lesson 8 - Equivalent Ratios Defined Through Value of a Ratio
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Correlations Between Lessons 1-6 and 7-8• Take 3 minutes to discuss with your table partners the correlations you see
between Lessons 1 an- 6 to Lessons 7 and 8. • Share with whole group.
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Lesson 9 – Tables of Equivalent Ratios • Students understand that a ratio is often used to prescribe the relationship
between the amount of one quantity and the amount of another quantity as in the cases of mixtures or constant rates.
• Students understand that a ratio table is a table of equivalent ratios. • Students use ratio tables to solve problems.• The approach of this lesson and those that follow is for the teacher to
model the use of tables in problem solving. There is no need to engage in an explanation of why or how they are useful; simply modeling their use in this lesson, examining their structure in the next lesson, and repeated use for problem solving in the remaining lessons of the topic should sufficiently promote tables as a tool for problem solving with collections of equivalent ratios.
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Lesson 9 – Tables of Equivalent Ratios • Read through Example 1 of Lesson 9 in the Teacher Materials.• Highlight and label with lesson numbers where previous skills from the
module prepare students for this lesson. • Notice Example 2 moves the students from the model to independent
creation of the table. • What skills are being addressed in this lesson?
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Lesson 10 – The Structure of Ratio Tables• Students identify both the additive and multiplicative structure of a ratio
table and use the structure to make additional entries in the table.• Students use ratio tables to solve problems.
• Take 5 minutes to read through Lesson 10.• Talk with your table partners to make correlations to Lesson 9. • How does Lesson 10 extend Lesson 9?
• Share with whole group.
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
• Students solve problems by comparing different ratios using two or more ratio tables.
• Take 5 minutes to read through Lesson 11.• Talk with your table partners to make correlations to Lessons 9 and 10. • How does Lesson 11 extend Lessons 9 and 10?
• Share with whole group.
Lesson 11 – The Structure of Ratio Tables
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Lesson 12- From Ratio Tables to Double Number Line Diagrams • Each participant is given a card with a ratio on it. • Move around the room in search of other participants who have ratios that
are equivalent to theirs. • Those with equivalent ratios will form a group and create a ratio table,
which contains all of the equivalent ratios. • Examine Exercise 3 and Example 1 in the Teacher Materials.• Share with the group your thoughts on the questioning strategies in
Exercise 3.• What major points do you walk away with from Example 1?
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Lesson 13 - From Ratio Tables to Equations Using the Value of a Ratio
Jorge is mixing a special shade of orange. He has mixed 1 gallon of red paint with three gallons of yellow paint.
Based on the ratio of gallons of yellow paint to gallons of red paint, which of the following statements are true?
• 3/4 of a 4-gallon mix would be yellow. Every 1 gallon of yellow requires 13 gallon of red.
• Every 1 gallon of red requires 3 gallons of yellow.• There is 1 gallon of red in a 4-gallon mix of orange paint.• There are 2 gallons of yellow paint in an 8-gallon mix of orange paint.
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
• Take 5 minutes to work through the rest of the lesson with a partner or at your table.
• Share your thoughts!
Lesson 13 - From Ratio Tables to Equations Using the Value of a Ratio
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Lesson 14 - From Ratio Tables, Equations, and Double Number Line Diagrams to Plots on the Coordinate Plane • Students associate with each ratio A : B the ordered pair (A, B) and plot it in
the x-y coordinate plane.• Students represent ratios in ratio tables, equations and double number line
diagrams, then represent those ratios in the coordinate plane.
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Lesson 14 - From Ratio Tables, Equations, and Double Number Line Diagrams to Plots on the Coordinate Plane • Based on their previous knowledge from earlier lessons in this module, and
with predetermined groups, students complete tables to satisfy missing values, create double line diagrams to support the values, and develop an equation to support the values.
• From there, a Socratic approach is used in order to guide students to build a graph on the coordinate plane.
• Read through the questioning in Lesson 14 and discuss with your table partner(s). What do you notice about the questioning?
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Lesson 15 - From Ratio Tables, Equations, and Double Number Line Diagrams to Plots on the Coordinate Plane
Gallery Walk! Spend 2 minutes at each station to determine the answers to each question.
Share with the group the rigor you find in the problems provided in the examples.
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Biggest Takeaway
• What is your biggest takeaway from this session?
• Be ready to share.
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Key Points • Modules Overviews and Topic Openers provide essential information
about the instructional path of the module and are key tools in planning for successful implementation.
• Each of the lesson components are necessary in order to achieve balanced, rigorous instruction and to bring the Standards to life.
• The Exit Ticket is an essential piece of the Student Debrief and provides daily formative assessment.
• Opportunities to nurture the Standards for Mathematical Practice are embedded throughout the lesson.
© 2012 Common Core, Inc. All rights reserved. commoncore.org
NYS COMMON CORE MATHE MATICS CURRI CULUM A Story of Ratios
A Story of RatiosG6-M1 : Mid-Module Assessment
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Objectives
• To articulate critical aspects of instruction that prepare students to express reasoning and/or conduct modeling required on the mid-module assessment
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Agenda• Experience the Mid-Module Assessment from a student-
standpoint.
• Link the Assessment back to the Focus and Foundational standards.
• Complete and score the assessment using the rubric
• Identify the Mathematical Practices embodied in each assessment task.
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
G6-M1: Ratios and Unit Rates
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
G6-M1 Mid-Module Assessment
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Standards Assessed
• Which Standards and Topics will be assessed?
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Understanding the Assessment
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
A Progression Toward Mastery
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Scoring Student Work
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Sharing Student Work
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Standards for Mathematical Practice
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Evidence of the Mathematical Practices
• How and where do they appear in the assessment items?
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Biggest Takeaway
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Ratios
Key Points Assessment Questions
• Are directly aligned to the CCSS• May address Multiple Focus Standards • Invoke Higher-Level Thinking and the Mathematical Practices
Scoring Rubric• Progression Toward Mastery• Standards Referenced for each Assessment Item
DRAFT-DO NOT CIRCULATE
EngageNY.org
Pulse CheckPlease go to
http://www.engageny.org/resource/network-team-institute-materials-july-8-12-2013
and fill out the online plus-delta for the
6-10 Math session.
Thank You!
top related