12.1 WELCOME TO COMMON CORE HIGH SCHOOL MATHEMATICS LEADERSHIP SCHOOL YEAR SESSION MAR 2015 SAMPLING, VARIABILITY, AND PROPORTION (OH MY)

12.2 TODAY’S AGENDA  Grade 11, Lessons 14 and 15: Sampling Variability in the Sample Proportion  Reflection on the Lesson  Break  Discussing the Curriculum Essential Element from P2A  Sharing our classroom artifacts: Exploring MTP2, 4, and 5  Closing remarks & For Next Time

12.3 LEARNING INTENTIONS AND SUCCESS CRITERIA We are learning to…  Understand the meaning of curriculum and how it relates to access and equity  Understand Mathematics Teaching Practices 2, 4, and 5  Understand the term “sampling variability” and connect it to accuracy when estimating population proportion

12.4 LEARNING INTENTIONS AND SUCCESS CRITERIA We will be successful when we can:  Identify our curricular priorities and connect to access and equity issues  Identify aspects MTP 2, 4, and 5 in our instructional artifacts  Describe the effects of sample size on variability  Describe the relationships between standard deviation, sampling distribution, sample proportion, and population proportion

12.5 ADMINISTRIVIA  Next two sessions will remain in South Milwaukee by popular demand  We do have some seats available for new colleagues this summer  If you have not scheduled a coaching visit… do so!  Those taking the school year class for graduate credit:  Please review the Teaching and Learning Case Study assignment on the syllabus  We will spend some time at our last meeting sharing poster displays of the assignment

12.6 ACTIVITY 1 SAMPLING VARIABILITY IN THE SAMPLE PROPORTION ENGAGE NY GRADE 11, LESSONS 14-15

12.7 ACTIVITY 2 REFLECTING ON THE LESSON

12.8 ACTIVITY 2 REFLECTING ON THE LESSON  What aspects of the 8 Mathematics Teaching Practices did you see (or not see) as we taught the lesson?  In what ways did this lesson attend to issues of Access and Equity?

Break

12.10 ACTIVITY 3 CURRICULUM PRINCIPLES TO ACTIONS: ESSENTIAL ELEMENTS

12.11 ACTIVITY 3 ESSENTIAL ELEMENT OF CURRICULUM With respect to curriculum: what is working well in your district, and what would you like to change? Pay specific attention to issues of access and equity as you consider your response.

12.12 ACTIVITY 3 ESSENTIAL ELEMENT OF CURRICULUM Using your written response as a starting point, discuss:  What is meant by curriculum?  Read and consider the high school mathematics paragraphs on page 75  “Standards are the ends. … The curriculum is the means.” (Page 70) If the SMP are the ends, how do I determine the means? After your discussion, how might you revise your written response?

12.13

12.14 ACTIVITY 4 SHARING OUR ARTIFACTS CONNECTING TO THE P2A MATHEMATICS TEACHING PRACTICES

12.15 ACTIVITY 4 CONNECTING ARTIFACTS AND MATH TEACHING PRACTICES  Choose one of three highlighted math teaching practices.  Use the language in the P2A tables to connect to your classroom artifacts.  Why did you choose the task you chose?  How does the task fit into the unit in which you are working? 1. Establish mathematics goals to focus learning 2. Implement tasks that promote reasoning and problem solving 3. Use and connect mathematical representations 4. Facilitate meaningful mathematical discourse 5. Pose purposeful questions 6. Build procedural fluency from conceptual understanding 7. Support productive struggle in learning mathematics 8. Elicit and use evidence of student thinking

12.16 FOR NEXT TIME  Complete the problem set for Grade 11, Lessons 14 and 15  Read the Tools & Technology and Assessment Essential Elements in P2A (pp )  Respond to the following prompt: Focusing on tools & technology and assessment: discuss ways in which your district’s use of tools, tech, and assessment are well-aligned with issues of curriculum, access, and equity, and ways in which they are not well-aligned.  Bring in artifacts for analysis and discussion.