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**Lunch and Learn: A Collaborative Time for North Carolina Teachers**

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**Thank You Burroughs Wellcome**

Your lunch today was provided through a generous donation by Burroughs Wellcome

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**Goals for Lunch and Learn**

Network with teachers from across North Carolina to share resources for implementation of Common Core State Standards. Review important NCDPI resources. Review latest assessment information. Participate in grade level activities that support deep understanding of standards. Review the goals.

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**What is your favorite number? Explain.**

New Friends Introduce yourself to the teachers in the room by sharing the following information… Name, School, County What is your favorite number? Explain.

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**Supporting/Additional Clusters**

Major Work Eighth Grade Major Clusters Supporting/Additional Clusters Expressions and Equations Work with radicals and integer exponents. Understand the connections between proportional relationships, lines, and linear equations. Analyze and solve linear equations and pairs of simultaneous linear equations. Functions Define, evaluate, and compare functions. Use functions to model relationships between quantities. Geometry Understand congruence and similarity using physical models, transparencies, or geometry software. Understand and apply the Pythagorean Theorem. Solve real-world and mathematical problems involving volume of cylinders, cones and spheres. The Number System Know that there are numbers that are not rational, and approximate them by rational numbers. Statistics and Probability Investigate patterns of association in bivariate data. Remind teachers that the goal of CCSS is to go “deeper.” Focus on the Major Work.

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Resources NCDPI wikispaces K-2 Assessment Tasks Illustrative Mathematics Inside Mathematics Turnonccmath.org- NCSU Collaborative with Jere Confrey and colleagues Lunch and Learn Presenter… Please add any other resources that you LOVE.

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Grade 6-8 Assessment

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Grade 6-8 Assessment Assessment items will be designed, developed, and classified to ensure that the cognitive rigor of the operational test forms align to the cognitive complexity and demands of the Common Core State Standards (CCSS) for Mathematics. These items will require students to not only recall information, but also apply concepts and skills and make decisions.

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Grade 6-8 Assessment Grades 3 and 4 mathematics assessments will consist of four-response-option multiple-choice items. The Grades 5–8 mathematics assessments and the Algebra I/Integrated I assessment will consist of four-response-option multiple-choice items and about twenty percent gridded-response items requiring numerical responses. All CCSS mathematics assessments will include both calculator-active and calculator-inactive sections.

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Grade 6-8 Assessment One-third to one-half of the Grades 3–8 assessments will be comprised of calculator-inactive items. Grades 3–8 mathematics assessments will be designed for paper/pencil administrations and may have an online administration option. If the EOG is 1/3 to ½ calculator-inactive, what are the implications for preparing students? Discuss at your table.

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**8th Grade Gridded Response**

Guidelines Write only one digit or symbol in each box. Spaces are permitted before or after your answer, but not within the answer. Darken the corresponding circle below each box. The computer scores based on the darkened circles. For a negative number, write a negative sign in the top of the leftmost column. Darken the top circle below. Do not use symbols such as commas or dollar signs. Use only symbols that are provided in the circles. If an answer is a mixed number, it must be changed and entered as an improper fraction or a decimal. Example C has the mixed number four and one-half, which is 9/2 as an improper fraction or 4.5 as a decimal.

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**8th Grade Gridded Response**

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**8th Grade Gridded Response**

Think-Pair-Share How do you plan to integrate gridded response into your instruction?

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**Eighth Grade Workshop Phases of a good CCSS math lesson Engage Explore**

Explain Elaborate Evaluate Formative Summative Participants will work through the lessons to help them get to a deep understanding of a box plot.

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**Investigate patterns of association in bivariate data.**

Eighth Grade Workshop 8.SP. Investigate patterns of association in bivariate data. Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association. Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line. Participants will work through the lessons that focus on Statistics and Probability that is new to this grade level.

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**Investigate patterns of association in bivariate data.**

Eighth Grade Workshop 8.SP. Investigate patterns of association in bivariate data. 3. Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height. Participants will work through the lessons that focus on Statistics and Probability that is new to this grade level.

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**Investigate patterns of association in bivariate data.**

Eighth Grade Workshop 8.SP. Investigate patterns of association in bivariate data. 4. Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. For example, collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores? Participants will work through the lessons that focus on Statistics and Probability that is new to this grade level.

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**Eighth Grade Unpacking**

Bivariate data refers to two-variable data, one to be graphed on the x-axis and the other on the y-axis. Students represent numerical data on a scatter plot, to examine relationships between variables. They analyze scatter plots to determine if the relationship is linear (positive, negative association or no association) or non-linear. Students can use tools such as those at the National Center for Educational Statistics to create a graph or generate data sets. (http://nces.ed.gov/nceskids/createagraph/default.aspx) Data can be expressed in years. In these situations it is helpful for the years to be “converted” to 0, 1, 2, etc. For example, the years of 1960, 1970, and 1980 could be represented as 0 (for 1960), 10 (for 1970) and 20 (for 1980). Participants will work through the lessons that focus on Statistics and Probability that is new to this grade level.

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Eighth Grade Tasks 8.SP.1 Construct and interpret scatter plots for bivariate measurement data to investigate patterns Example 1: Data for 10 students’ Math and Science scores are provided in the chart. Describe the association between the Math and Science scores. Participants will work through the lessons that focus on Statistics and Probability that is new to this grade level. I think station work would be a great interactive way to learn this content. Student 1 2 3 4 5 6 7 8 9 10 Math 64 50 85 34 56 24 72 63 42 93 Science 68 70 83 33 60 27 74 40 96

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Eighth Grade Tasks 8.SP.1 Construct and interpret scatter plots for bivariate measurement data to investigate patterns Example 2: Data for 10 students’ Math scores and the distance they live from school are provided in the table below. Describe the association between the Math scores and the distance they live from school. Participants will work through the lessons that focus on Statistics and Probability that is new to this grade level. Student 1 2 3 4 5 6 7 8 9 10 Math 64 50 85 34 56 24 72 63 42 93 Distance from School (miles) 0.5 1.8 2.3 3.4 0.2 2.5 1.6 0.8

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Eighth Grade Tasks 8.SP.1 Construct and interpret scatter plots for bivariate measurement data to investigate patterns Example 3: Data from a local fast food restaurant is provided showing the number of staff members and the average time for filling an order are provided in the table below. Describe the association between the number of staff and the average time for filling an order. Participants will work through the lessons that focus on Statistics and Probability that is new to this grade level. Number of Staff 3 4 5 6 7 8 Average time to fill order (seconds) 56 24 72 63 42 93

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Eighth Grade Tasks 8.SP.1 Construct and interpret scatter plots for bivariate measurement data to investigate patterns Example 4: The chart below lists the life expectancy in years for people in the United States every five years from 1970 to What would you expect the life expectancy of a person in the United States to be in 2010, 2015, and 2020 based upon this data? Explain how you determined your values. Participants will work through the lessons that focus on Statistics and Probability that is new to this grade level. Date 1970 1975 1980 1985 1990 1995 2000 2005 Life Expectancy (in years) 70.8 72.6 73.7 74.7 75.4 75.8 76.8 77.4

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Eighth Grade Tasks 8.SP.1 Construct and interpret scatter plots for bivariate measurement data to investigate patterns Example 5 Analyzing Inside Mathematics Performance Task Participants will work through the lessons that focus on Statistics and Probability that is new to this grade level.

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Eighth Grade Tasks 8.SP.3 Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. Example 1 Given data from students’ math scores and absences, make a scatterplot. Draw a linear model paying attention to the closeness of the data points on either side of the line. From the linear model, determine an approximate linear equation that models the given data Participants will work through the lessons that focus on Statistics and Probability that is new to this grade level.

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**Eighth Grade Workshop Renee and Kaley,**

You will edit this portion of the PowerPoint to include… bivariate data/two way tables other resources that I added that you like and want to include 90 minute workshop This includes the time needed to eat Participants will work through the lessons that you choose to help them get to a deep understanding of surface area of pyramid. This is new content to the seventh grade.

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**Goals for Lunch and Learn**

Network with teachers from across North Carolina to share resources for implementation of Common Core State Standards. Review important NCDPI resources. Review latest assessment information. Participate in grade level activities that support deep understanding of standards. Review the goals.

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**Lunch and Learn: A Collaborative Time for North Carolina Teachers**

Ask teachers for feedback Thanks for sharing your time and talents with the participants. Your Presenter Information

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