Teri Calabrese-Gray Jennifer French December 14, 2012

 9-12 CCLS Mathematics  6-8 Overview  A Story of Ratios – Curriculum Map  CCSS Mathematics Flowchart  Schematics of November 2012  Application of Mathematics  Resources

 Common Core, Inc. – Math contract Pk-12  No definitive curricular materials available as of yet  PARCC Framework updated 08/ content-frameworks content-frameworks  Hoping for more concrete materials in February

 6-8 Curriculum Map – A Story of Ratios  Continuation from Pk-5  Module Overview Aligned to CCSS  No Modules at this time

 Dr. Andrew Chen, MIT  Reviewed again the data (similar to work with network teams last year) about our educational math system and the need for systemic change  Mathematics, the 3-legged stool  Rigor, rigor, rigor. Time to increase expectations  Thinking about how we teach

 An Introduction from Jason Zimba  Read from Page 2: Further Notes to Page 3: Up to and including paragraph on Relationship to Concept Maps

 A Math Teacher at Grade N is actually Teaching Grades K to N  A Math Teacher at Grade N is actually Teaching Grades K to N+2

Conceptual Understanding Computation Fluency Problem Solving K-12 Mathematics

 Teachers need to  Experience rigor  Dissect rigorous problems ▪ Identify Content Standards and Mathematical Practices

Carson needs to purchase 5.6 meters of tape for a project. If each roll of tape contains 80 cm and costs $5, what is the total cost of the tape that Carson must buy? Show all work. Answer: $_______________

 What standard(s) were involved?  Was it more about: Conceptual understanding? Computational Fluency? Problem Solving?  Which Mathematical Practice(s) were evident in the process?  What does it feel like as a student in this simulated classroom? What worked?  What would you like our teachers to be able to learn from this classroom? What teaching moves worked?  What’s special about this problem? Can you build a similar one?  How do you plan on doing to improve math performance through inducing changes in beliefs and learning/teaching culture locally?

 Make sense of problems & persevere in solving them.  Reason abstractly and quantitatively.  Construct viable arguments and critique the reasoning of others.  Model with mathematics.  Use appropriate tools strategically.  Attend to precision.  Look for and make use of structure.  Look for and express regularity in repeated reasoning.

 Bar - Tape Diagrams  Bar/Tape Model progression Bar/Tape Model progression  Thinking Blocks Thinking Blocks  EngageNY – Grade 6-8 and PD Resources EngageNY  The Mathematics Assessment Project The Mathematics Assessment Project  Illustrative Mathematics Illustrative Mathematics  National Library of Virtual Manipulatives National Library of Virtual Manipulatives  Progressions Progressions  “Problems Without Figures” Book

3. Given ab > 0, a and b are real numbers, which graph(s) can be described by x + ay = b? Why?