Grade 7 MSM II Extended Session April 26, :30-11:00 Rooms 604 & 605

Welcome & Introductions

Outcomes Participants will: Understand implementation plan for transitioning to Common Core curriculum. Engage in tasks and activities that will be part of Grade 7 MSM II curriculum next year. Explore curricular resources webpage designed to support teachers through transition Learn about professional development opportunities to support teachers with new content

Standards for Mathematical Practices Writing Standards Beginning implementation of Common Core instruction Full MCCSC Implementation New Teacher and Principal Evaluation Instruments PARCC Assessment Field Testing Full PARCC Assessment Implementation

5 PARCC Timeline SY Development begins SY First year pilot/field testing and related research and data collection SY Second year pilot/field testing and related research and data collection SY Full administration of PARCC assessments SY Launch and design phase Summer 2015 Set achievement levels, including college-ready performance levels

End-of-Year Assessment Innovative, computer- based items Performance-Based Assessment (PBA) Extended tasks Applications of concepts and skills Summative assessment for accountability Formative assessment Diagnostic Assessment Early indicator of student knowledge and skills to inform instruction, supports, and PD Speaking and Listening Flexible Mid-Year Assessment Performance-based Emphasis on hard-to- measure standards Potentially summative Refinements to the PARCC Assessment Design English Language Arts/Literacy and Mathematics, Grades 3-11

Understanding the Transition to Common Core Teams of Howard County Math Teachers, ITLs, and MISTs developed the transition plan: Examined cohorts of students Examined what pre-requisite skills would be necessary to be successful for each Common Core course Examined what skills students have currently obtained Determined how best to fill in gaps to meet needs Organized information into the transition plan

What will Grade 7 MSM II look like in ? In , students will be receiving most of the Common Core 7 curriculum. Some gaps will exist, so there will be notes about blended curriculum and other standards/objectives to teach to depth. Fraction sense and operations must be mastered this year. Grade 7 MSM II looks very different than Grade 6 MSM II.

Essentials Units organized by domain Structure of Common Core Purple bold notes regarding content for

Activity 1: Photo Sizes Task Image Source:

Activity 1: Photo Sizes Task Photographs come in several standard print sizes. Some of the most common print sizes are 4x6, 5x7, and 8x10. (Note: The dimensions are given in inches.) Does a proportional relationship exist between these print sizes? Justify your answer.

Activity 1: Photo Sizes Task Follow-Up/Extension Questions: 3.5x5 used to be a popular photo size. How does it relate to the other standard sizes? Some consider wallet size photographs 2x3, while others say they are 2.5x3.5. Based on your findings, what are the dimensions of a standard size wallet photo? Explain what will happen if you take a 4x6 photo and enlarge it to an 8x10.

Activity 1 Debrief Share your design with other groups. What mathematical concepts & skills were necessary to complete the task? Look at the Ratios & Proportional Relationships unit— when might a task like this be introduced?

Examining the Grade 7 Crosswalk What is a crosswalk document? How should it be used? What does the crosswalk mean for Grade 7?

Short Break

Mini-Lesson: Distributive Property & Common Factors How do you factor 2x – 6? What are strategies to help students understand factoring?

Mini-Lesson: Distributive Property & Common Factors Using Algebra Tiles to teach the distributive property and factoring

Mini-Lesson: Distributive Property & Common Factors Your Turn! Use the Algebra Tiles to create your own problem involving the distributive property. Then show how you would use the tiles to factor the expression.

Activity 2: Shop Smart You are the manager of a store and business is a little slow. The best way to attract more customers is to have a sale. Here are the sales you are considering: Buy one, get one of equal value half off Buy three of equal value for the price of two Apply a 40% discount on the item As a business owner, which sale should you run? Justify your answer.

Activity 2: Shop Smart Extension Questions: As a customer, which sale would you prefer? Justify your answer. Does the original price of the item impact your decision? Why or why not?

Activity 2 Debrief Share your solutions with other groups. What mathematical concepts & skills were necessary to complete the task? Look at the Expressions and Equations unit—when might a task like this be introduced?

Where do I find resources? We have developed websites to help support you as you teach these transition courses. You do not need to join as a member or input any passwords to access the resources!! The main page to visit: t/ t/

Next Steps Spring 2012: Lessons/tasks/resources will continue to be developed Summer 2012: Teams will continue to develop resources for courses and Math Seminars Summer 2012: A variety of CPD courses will be offered for math teachers and special educators Fall 2012: Some CPD courses will be offered for math teachers and special educators

Summer CPD Offerings All courses will run weekdays from 8 a.m. to 1 p.m. Ratios & Proportional Relationships (1 CPD credit) – June 13-June 15 Number System/Fractions (2 CPD credits) – June 18-June 22 Geometry (1 CPD credit) – June 26-June 28 Statistics & Probability (2 CPD credits) – July 9- July 13

Summer CPD Offerings All courses will run weekdays from 8 a.m. to 1 p.m. Expressions & Equations (2 CPD credits) – July 23-July 27 Functions (1 CPD credit) – July 30-August 1 Teaching Math Seminar (3 CPD credits) – August 1- August 8

Questions?

THANK YOU!!!