SALTA 1st Grade Curriculum Map

2015-2016

Math Exemplars

About This Material Problem Solving for the Common Core is not a “test prep” program, but rather a supplement to existing curricula. It is based on research that shows that students who engage in challenging and interesting work will perform at higher levels than those who do not. 1 (31) The performance tasks in this program were written according to Universal Design guidelines and developed to support teachers in implementing the Common Core State Standards for Mathematical Content and Standards for Mathematical Practice. This resource is intended to help teachers embed mathematical problem solving into classroom instruction and assessment. Both instructional tasks/formative assessments and summative assessment tasks are provided for every applicable Common Core content standard. Alignments to the Standards for Mathematical Practice are also included. By publishing authentic problem-solving tasks, Exemplars material engages students and promotes mathematical reasoning, making mathematical connections and communication skills. Our Preliminary Planning Sheets are designed to support teachers as they reflect on the tasks they intend to use. Rubrics and student anchor papers (hallmarks of Exemplars) assist teachers in assessing student performance. Students can also use these to become thoughtful self- and peer-assessors. 1. Bryk, Anthony S., Jenny K. Nagoaka, and Fred M. Newmann, Authentic Intellectual Work and Standardized Tests: Conflict of Coexistence? (Chicago: Consortium on Chicago School Research, 2001). ↩ The Different Task Types The tasks found in Problem Solving for the Common Core have been classified as either an instructional task/formative assessment or a summative assessment. Throughout this program, there are four (or more) instructional/formative assessment problem-solving tasks for every applicable Common Core content standard. These are viewed as opportunities for students to learn new mathematical strategies, vocabulary and notation and representations. Students can also explore mathematical connections and self-assess their solutions. These tasks may be done alone, in pairs, groups or as a whole class. Direct instruction may also be used to question and support classroom discussion around the underlying mathematical concepts in a task. Teachers should use these problem-solving tasks to observe and support student understanding. As part of this process, conferencing and editing can occur and students can revisit their work as often as necessary. Teachers can use similar tasks throughout a unit of study to give a student multiple opportunities to use new learning in her or his solution and to gain independence in arriving at a correct answer. Summative Assessment Tasks Throughout this program, there are summative assessment tasks for every applicable Common Core content standard. These problem-solving tasks are given at the end of a unit of study to assess students’ understanding. A set of anchor papers and scoring rationales are provided with these tasks. In order to achieve a true assessment of what the student understands and is able to do, in words of the Common Core, there should be a wait time of at least one day between the last instructional task/formative assessment and the summative assessment. A similar assessment task may also be given to students much later in the year if a teacher wants to spiral back to determine how much learning is retained. Summative assessment tasks can be read to the students, and any non-mathematical terms may be defined. Tasks can be reread during the student’s work time, and scribing may be provided for any non-writing or primary students. No coaching or directions can be given for how a task should be completed. A summative assessment must represent a student’s totally independent solution. ©Canyons School District 2016 SALTA MATH 7 • Instructional Tasks/Formative Assessments •