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
Focus
Coherence
Rigor
Focus
Consider what is not said
Math “needs to lose a
Differentiation
few pounds”
(p.3)
“Cannot
add “just one more thing”
Extensions
Grade-level work begins
during the first two to
“Teach less, learn more”four weeks of instruction
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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
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
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Coherence
Math should make sense
Practice-content coherence
A progression of learning
Coherence supports
focus
Use supporting
material to teach
major work
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Rigor
Balance with equal intensity
– Conceptual understanding
– Procedural skill and fluency
– Application
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Grade 2 Measurement and Data
Cluster: Work with time and money
Standard: 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
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Dimension III: Instructional Supports
Guidance
Accuracy
Engagement
Instructional Expectations
Differentiation
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Dimension IV: Assessment
Observable Evidence of Learning
Assesses Proficiency
Aligned Rubrics/Scoring Guides
Try this
activity
without
looking at
standards!
• 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
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Practice
Tests
practice.parcc.testnav.com
34
Evidence Tables
www.parcconline.org
35
Evidence Statements Derived
from Exact Standards
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.
“Clarifications” provide
item developers with
guidance on the depth and
breadth of the tasks.
For Type 1 tasks, “Evidence
Statement Text” may represent
all or part of CCSS.
“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.
36
Where to Access Exemplar Sample
Lesson Plans/Units
• http://www.achieve.org/equip
• www.achievethecore.org
Click Mathematics
Click Lessons
IL Model
Curriculum
Exemplars or
Exemplars if
Improved
• Grade 6, Unit 2
• Grade 8, Unit 4
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EQuIP Resources
Optional 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 Cartier
dcartier@illinoiscsi.org
www.facebook.com/ILMathCommonCore
@DanaCartier
Dana Cartier
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