1. 12.1 WELCOME TO COMMON CORE HIGH SCHOOL MATHEMATICS LEADERSHIP SCHOOL YEAR 2015-2016 SESSION 12 9 MARCH 2016 AREA, PERIMETER... WHAT’S THE DIFFERENCE?

2. 12.2 TODAY’S AGENDA  Eureka Math G10 M5L9: Arc Length and Area of Sectors  Big ideas discussion  Break  Modeling Mentoring Conversations  Discussing curriculum evaluation tools: IMET & overall reflections  Scaling Up  Homework and closing remarks

3. 12.3 ACTIVITY 1 ARC LENGTH AND AREAS OF SECTORS EUREKA MATH TM GRADE 10 MODULE 5 LESSON 9 As you engage, consider: what aspects of Big Ideas 1 and 2 do you notice in the lesson? Record tangible examples to share at the lesson’s conclusion.

4. 12.4 ACTIVITY 2 “BIG IDEAS” DISCUSSION FROM NCTM ESSENTIAL UNDERSTANDINGS FOR GEOMETRY GRADES 9-12

5. 12.5 ACTIVITY 3 “BIG IDEAS” DISCUSSION  Reflect on your own about how the focus on Big Ideas 1 and 2 allowed you to make connections between this lesson and other Geometry concepts.  Add some notes to the Big Ideas packet from last time regarding tonight’s lesson.

6. 12.6 ACTIVITY 2 “BIG IDEAS” DISCUSSION  Big Idea 1: Working with diagrams is essential to geometric thinking.  1a. A diagram is a sophisticated mathematical device for thinking and communicating.  Big Idea 2: Geometry is about working with variance and invariance, despite appearing to be about theorems.  2a. Underlying any geometric theorem is an invariance-something that does not change while something else does.

7. Break

8. 12.8 ACTIVITY 3 MODELING MENTORING CONVERSATIONS

9. 12.9 ACTIVITY 3 MODELING MENTORING CONVERSATIONS  Five phases of an instructional conference:  Launching  Reflecting  Reinforcing  Refining  Reflecting  Some things to consider as you plan your conference:  Select one person to conduct the conference tonight  As the teacher talks, press for evidence about what did or did not go well  Continue to move towards more interactive conversations Feedback group A: Schmeling, Pedrick, Hoffman, Rekowski, Rozga, Hongermeier, Garrity Feedback group B: Neuworth, Kroll, Sagrillo, Moss, Wells, Gerlach, Nagaweicki

10. 12.10 ACTIVITY 3 MODELING MENTORING CONVERSATIONS Content Standards and Mathematics Goals The goal for this lesson is to derive the arc length formula (or proportion) and the area of a sector formula using prior information. Then we will introduce application problems to go along with this lesson. The specific content standard that we are focusing on is: CCSS.MATH.CONTENT.HSG.C.B.5 Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius, and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector. Big Ideas We are trying to hit on the following Big Ideas: Big Idea 1: Working with diagrams is essential to geometric thinking. 1a. A diagram is a sophisticated mathematical device for thinking and communicating. Big Idea 2: Geometry is about working with variance and invariance, despite appearing to be about theorems. 2a. Underlying any geometric theorem is an invariance-something that does not change while something else does. Standards for Mathematical Practice We are focusing on: MP4: Model with Mathematics with the application problems. MP7: Look for and make use of Structure with the steps taken to derive the formulas. Mathematics Teaching Practices We are focusing on: Implement tasks that promote reasoning and problem solving through our application problems. Use and connect mathematical representations through the circles to derive the formulas.

11. 12.11 ACTIVITY 4 IT’S TIME RETURNING TO OUR CURRICULUM EVALUATION TOOLS

12. 12.12 ACTIVITY 4 CURRICULUM EVALUATION TOOLS  Briefly discuss the structure of the IMET tool with your small group.  What do you think this tool will highlight and what do you think this tool will not show us?

13. 12.13 ACTIVITY 4 CURRICULUM EVALUATION TOOLS  Complete the Curriculum Evaluation Reflection sheet on your own.  After you have written your responses, share them with colleagues from your district (if you have some here) or singleton leaders from other districts.

14. 12.14 ACTIVITY 4 CONNECTING TO ASSESSMENT  Briefly discuss your responses to the assessment writing for your homework as a follow up to the curriculum discussion.

15. 12.15 ACTIVITY 5 SCALING UP SHARING UPDATES

16. 12.16 ACTIVITY 5 SCALING UP  This activity follows up from our panel discussion about sustaining mentoring and peer observation practices.  The objective is to help you start a conversation with someone in your district about teaching – think about a “target” and a “stretch” goal.  Complete the Scaling Up template – the ideas in It’s TIME on pages 81-82 might give you some ideas about topics to focus on.

17. 12.17  Take a baby step in the next two weeks to build relationships with a colleague related to the Scaling Up initiative.  How can I think about approaching my conversation with positive presupposition?  Keep moving forward on your leadership projects and reports! ACTIVITY 6 HOMEWORK AND CLOSING REMARKS