# SCS -TN Core Rollout 2013 ```SCS -TNCore Rollout 2013
Study Group # 1
Common Core State Standards Module 1:
An Introduction: Making Sense of Tasks
Setup and Implementation
Session Goals
Review the TNCore Beliefs
Reflect on an overview of the
Instructional Shifts and Changes
from 2012-13 SY to 2013-14 SY to
make sense of the
Implementation and Rationale of
CCSS impacts student
performance
Compare and contrast the four
cognitive levels of a task using
Analyze and Label 3 Math Tasks to
determine the cognitive demand
Rationale
Tasks form the basis for students’
opportunities to learn what mathematics
is and how one does it, yet not all tasks
afford the same levels and opportunities
for student thinking.
By analyzing instructional and
assessment tasks that are for the same
domain of mathematics, teachers will
begin to identify the characteristics of
those that require problem-solving and
those that assess specific mathematical
reasoning.
(IFL TNCore Training Manual, 2013).
Why is this important?
Instructional Shifts
Focus strongly where the Standards focus
3. Rigor: in major topics* pursue:
•conceptual understanding,
•procedural skill and fluency, and
•application
with equal intensity.
Source: Student Achievement Partners Revised (7.2.12)
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NOTE: THESE SPIs WILL NOT APPEAR ON THE 2013-14 TCAP ACHIEVEMENT AND EOC EXAMS. THE SPIs ANNOUNCED FOR REMOVAL ON THE 2013-14 TESTS WILL STILL BE ASSESSED ON THE SPRING, 2013 TCAP
TESTS
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DROPPED IN 2012-13 AND 2013-14
SPI 0606.3.1 Represent on a number line the solution of a linear inequality.
SPI 0606.3.2 Use order of operations and parentheses to simplify expressions and solve
problems.
SPI 0606.3.7 Use algebraic expressions and properties to analyze numeric and geometric
patterns.
SPI 0606.3.8 Select the qualitative graph that models a contextual situation (e.g., water filling
then draining from a bathtub).
SPI 0606.4.1 Identify, define or describe geometric shapes given a visual representation or a
written description of its properties.
SPI 0606.4.3 Solve problems using the Triangle Inequality Theorem.
SPI 0606.4.6 Given the volume of a cone/pyramid, find the volume of the related
cylinder/prism or vice versa.
SPI 0606.5.1 Determine the theoretical probability of simple and compound events in familiar
contexts.
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WILL BE DROPPED IN 2013-14
SPI 0606.3.6 Solve two-step linear equations using number sense, properties, and inverse
operations.
SPI 0606.4.2 Find a missing angle measure in problems involving interior/exterior angles
and/or their sums.
SPI 0606.4.5 Determine the surface area and volume of prisms, pyramids and cylinders.
DROPPED IN 2012-13 AND 2013-14
SPI 0706.2.3 Use rational numbers and roots of perfect squares/cubes to solve contextual
problems.
SPI 0706.2.4 Determine the approximate location of square/cube roots on a number line.
SPI 0706.3.2 Determine whether a relation (represented in various ways) is a function.
SPI 0706.3.3 Given a table of inputs x and outputs f(x), identify the function rule and continue the
pattern.
SPI 0706.3.9 Solve linear inequalities in one variable with rational coefficients symbolically or
graphically.
SPI 0706.4.2 Use SSS, SAS, and AA to determine if two triangles are similar.
SPI 0706.5.1 Interpret and employ various graphs and charts to represent data.
SPI 0706.5.2 Select suitable graph types (such as bar graphs, histograms, line graphs, circle
graphs, box-and-whisker plots, and stem-and-leaf plots) and use them to
create accurate representations of given data.
WILL BE DROPPED IN 2013-14
SPI 0706.4.3 Apply scale factor to solve problems involving area and volume.
DROPPED IN 2012-13 AND 2013-14
SPI 0806.3.3 Solve and graph linear inequalities in two variables.
SPI 0806.4.4 Convert between and within the U.S. Customary System
and the metric system.
SPI 0806.4.5 Identify the intersection of two or more geometric figures
in the plane.
SPI 0806.5.1 Calculate probabilities of events for simple experiments
with equally probable outcomes.
SPI 0806.5.2 Use a variety of methods to compute probabilities for
compound events (e.g., multiplication, organized lists, tree diagrams,
area models).
WILL BE DROPPED IN 2013-14
No additional dropped SPIs for 2013-14
Focus Clusters
•Understand ratio concepts and use ratio reasoning
to solve problems.
•Apply and extend previous understandings of
arithmetic to algebraic expressions.
•Apply and extend previous understandings of
numbers to the system of rational numbers.
•Reason about and solve one-variable equations and
inequalities.
•Analyze proportional relationships and use them to
solve real-world and mathematical problems.
•Solve real-life and mathematical problems using
numerical and algebraic expressions and equations.
•Apply and extend previous understandings of
operations with fractions to add, subtract, multiply,
and divide rational numbers.
•Use properties of operations to generate equivalent
expressions.
•Understand the connections between proportional
relationships, lines, and linear equations.
•Define, evaluate, and compare functions.
•Analyze and solve linear equations and pairs of
simultaneous linear equations.
•Use functions to model relationships between
quantities.
2013-14 CRA’s and TCAP
Constructed Response
Assessments
October 22, 2013
February 19, 2014
• TCAP: April 29, 2014 to
May 5, 2014
Memorization
Procedures Without
Connections
Procedures with
Connections
Doing Mathematics
Memorization
Procedures Without Connections
Procedures with Connections
Doing Mathematics
WHICH COGNITIVE LEVEL AM I?
WHICH COGNITIVE LEVEL AM I?
WHICH COGNITIVE LEVEL AM I?