Geometry Cornerstone

Task Update
Secondary Task Force
Essential
Curriculum
Overview
 Pre-K - 12
Mathematics
Transfer Goals
Pre-K - 12 Mathematics Transfer Goals

● Make meaning of and take risks to persevere through

complex mathematical problems utilizing strategic thinking
and reasoning.
● Effectively communicate mathematical reasoning by
developing viable arguments and constructively critiquing
the reasoning of others.
● Fluently apply appropriate skills, processes, and tools in
new and authentic situations.
● Make use of structure and/or repeated reasoning to
quantify, compare, represent and model mathematics while
attending to precision.
 Pre-K - 12 Overarching
Essential Questions and
Enduring Understandings
Aligned to Math K-12 Transfer Goals
 “
Understandings are the specific insights, inferences, or
conclusions about the big ideas that you hope your
students will attain as a result of inquiry.

Enduring understandings synthesize what students

should understand—not just know or do.
 “
Essential Questions point to important
transferable ideas that are worth
understanding. They provide a means for
exploring those ideas.
Pre-K - 12 DRAFT Mathematics EQs & EUs

Transfer Goal #1: Students will be able to independently use their learning to make
meaning of and take risks to persevere through complex mathematical problems utilizing
strategic thinking and reasoning.

● How do I get unstuck? ● Different strategies can be

● How do I work through a
challenging problem?
utilized to solve a problem, as
patterns and relationships
can be represented
numerically, graphically,
verbally, and symbolically.
● Growth occurs by analyzing
successes and failures and
strategically planning next
steps.
Pre-K - 12 DRAFT Mathematics EQs & EUs

Transfer Goal #2: Students will be able to independently use their learning to effectively
communicate mathematical reasoning by developing viable arguments and constructively
critiquing the reasoning of others.

● How do I effectively ● Use of appropriate

communicate vocabulary is necessary.
mathematically? ● There are multiple methods
to express mathematical
reasoning and to arrive at a
viable solution.
● Self-assessing and
verifying an answer will
support an argument.
Pre-K - 12 DRAFT Mathematics EQs & EUs

Transfer Goal #3: Students will be able to independently use their learning to fluently apply
appropriate skills, processes, and tools in new and authentic situations.

● How do I know that I have ● Some strategies are more

used an effective and effective and efficient than
efficient strategy? others when solving a
problem.

● How do I decide what tools ● Tools have varied

will work in a given capabilities and can be
situation? used for more than one
purpose.
Pre-K - 12 DRAFT Mathematics EQs & EUs

Transfer Goal #4:Students will be able to independently use their learning to make use of
structure and/or repeated reasoning to quantify, compare, represent and model
mathematics while attending to precision.

● How can patterns help me ● Patterns can be used to create

conjectures or be extended to find a
solve a math problem? solution to other mathematical
problems.

● How can I use prior learning

● The process of solving most
to approach any task? problems are based upon a series
of basic structures.

● How do I know that my

● Estimation can be used to validate
answer is reasonable? the reasonableness of an answer.
● Adjustments to solutions may be
necessary within a given context.
Feedback on EQ’s and EU’s

Review the Transfer Goals printed on the handout.

Read through the Essential Questions and Enduring

Understandings that were developed by the Secondary Task Force

Gallery Walk with Partner - provide feedback and suggestions on

the EQ’s and EU’s
Typical Test Item vs. Performance Task

Think Pair Share

Take 3 minutes to look over the Typical Test Items VS.
Performance Task chart that is provided.

Complete the Venn Diagram

Then discuss commonalities and differences with the

person beside you.
 Compare and Contrast
Typical Test Items
● Answer driven
● Explanation is a norm
● Answer a specific question
● Everything is provided for
the student to answer the
question.
● One answer
● An answer key can be
made
● Can be multiple
choice/free response.
Commonalities
● They assess the same
standard
● Real world situations
● Justification is required
Performance Tasks
● Open Ended
● More than one right answer
● Justification is a norm
● Creating a response
● Real World
● Authentic
● Creativity is key
● Less structured
● Student must bring
information to the problem to
help select a strategy
● No answer key
● Students have to take on the
task of a person with a
particular career
● A rubric will be required to
grade
● Open to teacher
interpretation
Cornerstone Task
What is it?
Cornerstone tasks are...
● common performance tasks
● recur over the grades, becoming increasingly
sophisticated over time
● evidence of growth towards common transfer
goals
● used to inform instruction in support of
student understanding
Cornerstone Task
The Process
Geometry

Determined “major” strands in Geometry

looking at PARCC documents (Sub Claim A) and
curriculum documents
Similarity, Right Triangles and Trigonometry
(G-SRT)
Modeling with Geometry (G-MG)
Discussed vertical alignment with Algebra II,
Precalculus and Calculus
Trigonometry
 DRAFT
Cornerstone Task
Obstacle Course:
Focus- Right Triangles and Trigonometry
Geometry Cornerstone Task

Learning Goals:

Transfer Goal 1: Students will be able to independently use their learning to make meaning of and take
risks to persevere through complex mathematical problems utilizing strategic thinking and reasoning.

Transfer Goal 3: Students will be able to independently use their learning to fluently apply appropriate
skills, processes, and tools in new and authentic situations.

Common Core Standards:

G.SRT.8 Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied
problems.*

G.MG.3 Apply geometric methods to solve design problems (e.g., designing an object or structure to
satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).
Geometry Cornerstone Task

The Extraordinary Race - Student Assessment Task

Part A

You are the leader of a team participating in a reality TV

show. On this leg of the extraordinary race you need to
journey from the starting point to the next checkpoint.
Your job is to choose a path for your team to follow.
Choose a path, complete the appropriate calculations,
and put it in a convincing presentation.
Each section of this race to the ultimate prize requires
you to determine an angle or a distance before
continuing on.
Geometry Cornerstone Task

For each stage you need to include an explanation of

your strategy for solving the given problems.

Stage 1: Choose a path (AB or AC) and determine the length

of your chosen path.

Stage 2: At this point determine the angle of depression of

the zip line. At point B the height of the cliff is 10 ft and the
width of the river is 30 ft.

At point C the height of the cliff is 8ft and the width of the river
is 23ft.
 Geometry Cornerstone Task

Stage 3: For this leg of your journey you need to

determine the distance to the river. Use the
information provided in the diagram to determine the
distance, DF or EG.
 Geometry Cornerstone Task

Stage 4: At this point with your limited resources you need to be careful. You need to determine how much rope
you need to connect to the top of the cliff on the far side. For this stage two pictures of the river have been provided.
One is from above and the other is from the shore. Use the information provided about the specific distances used
and a protractor to determine the length straight from the shore to the top of the cliff.

Site F Site G

Stage 5: Here you will need to run as fast as possible to get to the checkpoint. You
need to determine the distance you will run so that you can pace yourself. Use the
information provided to determine the distance to the checkpoint (HJ or IJ).
Obstacle Course
The Extraordinary Race - Student Assessment Task
Part B
Design an alternative route for The Extraordinary Race using the layout below. You have 235 feet
of wire for a zip line and 225 feet of rope for a bridge. Consider, the fact that the river has a six foot
flood line. Draw your design on the layout and include all measurements.
Closure

How will what I have learned in this session

immediately impact my instruction and
promote student growth in mathematics?
 Looking Ahead:

Complete Vet DRAFT Design

DRAFT Cornerstone Essential
Cornerstone Tasks Curriculum
Tasks (Task (Extended (Parallel
Force) Task Force) Task Force)
Jan-Feb 2016 Feb-April 2016 Feb-June 2016