1. 7.1 WELCOME TO COMMON CORE HIGH SCHOOL MATHEMATICS LEADERSHIP 2014-2015 SCHOOL YEAR SESSION 7 3 DEC 2014 PROGRESSING THROUGH STATISTICS (IN LINEAR AND NON-LINEAR WAYS)

2. 7.2 TODAY’S AGENDA  Revisiting Meaningful Differences: A moment with Henry  Principles to Actions: Supporting Productive Struggle (part 2)  Progressions document: Focusing on Grade 6  Break  Model lesson: engage ny Grade 8, Lesson 12  Lesson Planning (Lesson Debrief for tonight’s teachers)  Closing remarks & For Next Time

3. 7.3 LEARNING INTENTIONS AND SUCCESS CRITERIA We are learning to…  Identify productive struggle in our learning and teaching  Create models for non-linear data  Describe the progression of statistics and probability concepts in Grades 6-8 of CCSSM  Plan, teach, and reflect on a probability and statistics-focused lesson that embodies the Mathematics Teaching Practices

4. 7.4 LEARNING INTENTIONS AND SUCCESS CRITERIA We will be successful when we can:  Connect productive struggle to student outcomes  Describe processes for creating non-linear (curved) models to fit a data set  Identify the key statistical ideas in CCSSM Grade 6 and describe how they relate to work in future grades

5. 7.5 ACTIVITY 1 WHAT IS A MEANINGFUL DIFFERENCE, AND WHY DOES THIS MATTER? A FEW WORDS FROM HENRY

6. 7.6 ACTIVITY 2 PRODUCTIVE STRUGGLE PRINCIPLES TO ACTIONS

7. 7.7 ACTIVITY 2 PRINCIPLES TO ACTIONS: PRODUCTIVE STRUGGLE  For this week, we asked you each to bring student work that represents an example of productive struggle for your students.  Use the template provided to describe what the productive struggle looked like, how you supported it, and how the work shows the outcome.  What does productive struggle look like in the classroom?  As a teacher, what actions can we take (before, during, and after teaching) to support engaging students in productive struggle?  What did students learn as a result of engaging in the productive struggle?

8. 7.8 ACTIVITY 3 STATISTICS AND PROBABILITY LEARNING PROGRESSIONS GRADES 6-8

9. 7.9 ACTIVITY 3 PROBABILITY AND STATISTICS PROGRESSIONS, GRADE 6-8 For tonight’s class, you read the Overview and Grade 6 portions of the Statistics and Probability Progressions document. Discuss the following with your small group:  How would you summarize the 6 th grade themes for a 6 th grade teacher?  How do the ideas in Grade 6 relate to the content you are teaching in your classroom?  What ideas in your class build on or relate to Grade 6 concepts?  What ideas might be new for 6 th graders that you can now integrate into your class?

10. Break

11. 7.11 ACTIVITY 4 NON-LINEAR MODELS IN A DATA CONTEXT ENGAGE NY GRADE 8, LESSON 12

12. 7.12 ACTIVITY 5 PLANNING, COACHING, AND DEBRIEFING

13. 7.13 GROUPS AND ROLES Class MeetingTeaching (Debrief Partners)PlanningCoaching 4A (facilitators)B, C, DE, F, G 5B (facilitators)C, D, EA, F, G 6C (F, G)D, EA, B 7 (today)D (A)E, F, GB, C 10E (B, C)F, GD 11F (D, E)None 12G (everyone)None A: Michelle, Allison, Hallie, Brian B: Walter, Molly, Lisa C: Lori, Mark S. D: Phil, Claire E: Mark H, Jenny F: Krista, Lindsay, Melissa G: Heather, Brooke, Alan

14. 7.14 FOR NEXT TIME  Read the Grades 7 and 8 portions of the Progressions document.  Complete the Problem Sets for Grade 8, Lesson 12 Please bring your completed problem sets and reflections next time!  Reflection: Identify three key ideas that we have discussed in the summer or fall that you feel are critically important for students to learn about in the middle grades. Briefly write about why you feel these ideas are important.