© 2015 Great Minds. All rights reserved. greatminds.net NYS COMMON CORE MATHEMATICS CURRICULUM Welcome!

© 2015 Great Minds. All rights reserved. greatminds.net NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Ratios/Functions Crafting Lessons Through Analysis of Practice: Grades 6 – 9

© 2015 Great Minds. All rights reserved. greatminds.net NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Ratios Reflective Question How have you supported teachers in analyzing and improving their teaching practice? How effective has that support been?

© 2015 Great Minds. All rights reserved. greatminds.net NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Ratios

© 2015 Great Minds. All rights reserved. greatminds.net NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Ratios Danielle Goedel

© 2015 Great Minds. All rights reserved. greatminds.net NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Ratios Prepare through study. Complete exercises 2 and 3 from Lesson 9. Make notes about the sequence and complexities of each problem. Read through the lesson summary question. What questions would you add? Briefly study the entire lesson. Make notes on the lesson where students might struggle. What customizations might you consider?

© 2015 Great Minds. All rights reserved. greatminds.net NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Ratios Prepare through collaboration and practice. What positive statement might you have given the teacher during deliberate practice? What “push” might you have given the teacher during deliberate practice? Have you ever engaged in deliberate practice? What was your experience?

© 2015 Great Minds. All rights reserved. greatminds.net NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Ratios Deliberate practice. Read Appendix D, Protocol F for Deliberate Practice and Appendix E, Stems for Deliberate Practice. Deliberately practice one of the exercises or examples within the lesson in groups of 3. One participant is the teacher; one is the student; and one is the “pusher”. The student can give a “push” too.

© 2015 Great Minds. All rights reserved. greatminds.net NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Ratios Teach the lesson. Compare observation notes with a partner adding detail as needed. Make notes on the teacher pages about customizations made. Compare the actual experience to what is in the curriculum and to what was discussed in the pre-conference.

© 2015 Great Minds. All rights reserved. greatminds.net NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Ratios Teach the lesson. Write about the student learning that took place and the specific teacher actions and words that made it successful. What was effective? What was not successful?

© 2015 Great Minds. All rights reserved. greatminds.net NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Ratios Assess and analyze. Work the exit ticket. Look at solution on next page. Looking at some examples of exit tickets: What specific success is evident? What specific moments of instruction may have contributed to the success? What specific errors are evident? How should the teacher address these errors? What might you want to deliberately practice with the teacher?

© 2015 Great Minds. All rights reserved. greatminds.net NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Ratios Analyze and practice. Deliberately practice the same component practiced by the teacher in groups of 3.

© 2015 Great Minds. All rights reserved. greatminds.net NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Ratios

© 2015 Great Minds. All rights reserved. greatminds.net NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Ratios Menu of Options Collaboratively consider how best to return to your school sites and implement some or all of these structures, cycles, practices, and concepts. Prepare for a pre-conference and/or a post conference. This would include digging into deliberate practice.

© 2015 Great Minds. All rights reserved. greatminds.net NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Ratios Reflection In what ways does it require courage to enter into a culture of continuous learning? What obstacles do you anticipate? In anticipation of those obstacles, how might they be surmounted ?