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W ELCOME M IDDLE S CHOOL M ATHEMATICS E DUCATORS & P RINCIPALS Day 3 Educator Effectiveness Academy Summer 2011

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D AY 3 The participant will: Continue to reflect on how the Standards for Mathematical Practice will be infused into daily instruction in the mathematics classroom. Continue to investigate the content of the Common Core State Standards for Mathematics (CCSSM) and related documents. 2

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Find Someone Who Outcome: The participant will refine his/her understanding of the Common Core State Standards and the associated vocabulary. 3

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o Mix and mingle, ask each other one question on the handout. o Record the correct answer and the name of respondent o Move to a new person and ask another question. o Continue until the handout is complete. F IND S OMEONE W HO 4

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Learning Progression of a Standard Outcome: The participant will develop a learning progression that includes a selected standard. 6

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L EARNING P ROGRESSION OF A S TANDARD o In your group, discuss what a student must know before learning the targeted standard and what knowledge the targeted standard will support in later coursework. o Find the targeted standard in the appropriate framework document. o Search standards in grade level(s) before and after the targeted standard for standards that are related to it. o Record your findings on the provided table. 7

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CourseStandardRationale 4 th Grade 4.MD.4 Line plots used for solving addition and subtraction problems. 5 th Grade 5.MD.2 Measuring central tendency. The example finds the mean. 6 th Grade 6.SP.3: Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number. 7 th Grade 7.SP.3 Use a dot plot to show mean absolute deviation. 8 th Grade High School 9-12.S.ID.1 Summarize, represent, and interpret data on a single count or measurement variable. Represent data with plots on the real number line (dot plots, histograms, and box plots).* *dot plots are the same as line plots Targeted Standard 8

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o The Common Core State Standards for Mathematics were developed with consideration for research-based learning progressions that detail what is known today about the development of students’ mathematical knowledge, skill, and understanding over time. o Examination of selected standards that exemplify a learning progression from one grade/course to another is intended to provide evidence of this fact. S UMMARY 9

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Principals Welcome to Session 2

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Day 3 Outcomes for Session 2 The participant will: o Identify the Standards for Mathematical Practice that would be employed while completing a selected rich open-ended mathematics task o Identify standards that need support and offer suggestions regarding the types of support that would be useful 11

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Standards for Mathematical Practice 8 Corners Outcome The participant will identify the Standards for Mathematics Practice that would be employed while completing a selected rich open-ended mathematics task. 12

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13 Problem: Negative Powers Look at this expression using -4 to three powers. Rearrange the base (-4) and exponents (-3, -2, and -1) to obtain the greatest value after simplifying the expression. Rearrange the base (-4) and exponents (-3, -2, and -1) to obtain the least value after simplifying the expression. Use mathematics to justify your answer.

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Share… Why did you make your selection? 14

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Toolkit Input Outcome The participant will identify standards that need support and will offer suggestions regarding the types of support that would be useful. 15

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o Review your assigned domain(s) o Independently, select 5 Standards that are in need of support o Record your selections on your “Individual Worksheet” Toolkit Input 16

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RankingStandard CodeRationale 1 2 3 4 5 Individual Worksheet 17

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As a group: o Reach consensus on a “Top 5 List” for your group and record your results on the Group Toolkit Input form o Suggest Toolkit components that would support the “Top 5 List” Toolkit Input 18

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Grade Level/Domain Top 5 Standards in Need of Supporting Documents (Record the Code for the Standard) Top 3 Toolkit Items that Need to be Created to Support this Standard Additional Comments 1 2 Group- Toolkit Input Form Grade 6 – Number System 6.NS.1 Clarification A variety of examples would help to better understand this standard. 19

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What are your overall impressions of the standards that you reviewed? 20

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Principals Welcome to Session 3

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Day 3 Outcomes for Session 3 The participant will: o Make connections between the message delivered by a motivational speaker and the Standards for Mathematical Practice o Formulate a plan for training teachers at their school 22

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Dan Meyer Video Outcome The participant will make connections between the message delivered by a motivational speaker and the Standards for Mathematical Practice 23

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o While watching the video, look for connections between Dan Meyer’s message and the Standards for Mathematical Practice o Independently answer the provided questions o Share responses with your table group Dan Meyer Video 24

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How does Dan Meyer’s philosophy on instruction compare to the Standards for Mathematical Practice? 25

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Reflection Outcome The participant will formulate a plan for training teachers at his/her school. 26

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o Independently, use the guiding questions to prepare discussion points to share with your school team o Share discussion points with members of your group Reflection 27

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What should be included in upcoming Educator Effectiveness Academy sessions/webinars to help with the transition to the Common Core State Standards? Exit Ticket 29

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WELCOME ELEMENTARY MATHEMATICS EDUCATORS & PRINCIPALS Day 2 Educator Effectiveness Academy Summer 2011.

WELCOME ELEMENTARY MATHEMATICS EDUCATORS & PRINCIPALS Day 2 Educator Effectiveness Academy Summer 2011.

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