1. Grade 8 Please sign in and try to sit next to someone from a different school this morning. This is an opportunity that we do not often get to have.

2.  Create common understanding around Common Core State Standards and Smarter Balanced Assessment Consortium  Build an awareness of the Secondary plan for transition to the Common Core State Standards for Mathematics  Develop a common understanding of the Common Core State Standards for Mathematics  Develop a common understanding of the Standards for Mathematical Practice (embedded within the CCSS-M)  Examine connections between instructional practice and the Standards for Mathematical Practice

3.  Honor your responsibilities  Participate fully and actively  Honor each person’s place of being  Assume positive intent  Learn from and encourage each other  Share airtime  Avoid judgmental comments  Honor confidentiality  Communicate your needs  If you need to attend to something else, step out of the room  Laptops: When instructed to do so go to half- mast or close lid

4.  Create common understanding around Common Core State Standards and Smarter Balanced Assessment Consortium  Build an awareness of the Secondary plan for transition to the Common Core State Standards for Mathematics  Develop a common understanding of the Common Core State Standards for Mathematics  Develop a common understanding of the Standards for Mathematical Practice (embedded within the CCSS-M)  Examine connections between instructional practice and the Standards for Mathematical Practice

16. RSD Transition Plan to Common Core

17.  Big Picture Focus for 2012-2013:  Build common awareness of the CCSS-M, the Standards for Mathematical Practice, and the transition plan at the secondary level for teachers and leaders  Create and implement one unit at each course Math 6 though Algebra 2  2012-2013 unit to be aligned and implemented:  8 th Grade: Congruence and Similarity through Transformational Geometry using Kaleidoscopes, Hubcaps, and Mirrors and aligned gap lessons

18. Grades 6-12 Math TeachersDistrict Math LeadersMath Course Work TeamsProfessional Development 2012-2013 (WA 2008/CCSS-M) MSP/EOC  Create an awareness of the CCSS-M and begin to think about instructional implications  In Spring 2013, implement with fidelity first CCSS-M aligned unit along with remaining 2008 WA standards  Track and report feedback on CCSS- M aligned unit  Define effective mathematics instruction for the RSD  Analyze alignment of existing curriculum guides and materials with the CCSS-M  Select CCSS-M unit to implement in 2012-2013  Draft curriculum map, scope and sequences, and pacing guides for Math 6 through Algebra 2  Establish Course Work Teams  Plan for and implement professional development by course  Establish system for feedback and adjustment as units are being taught  Develop understanding of mathematical progressions within each domain  Refine the scope and sequence and pacing guide for course and units to be implemented  Develop CCSS-M aligned secondary units  Participate in the planning and presentation of professional development  Collect feedback on CCSS-M aligned unit and modify unit as needed In Winter 2013 and Spring 2013:  Develop awareness of CCSS-M, district transition plan, and changes from 2008 WA Standards  Build awareness of the key instructional shifts to the Standards of Mathematical Practice and of the connections between the CCSS-M, RSD VOI, and Definition of Effective Mathematics Instruction  Develop content understanding of first unit mathematical progression  Introduce curriculum materials for unit(s) to be implemented 2013-2014 (WA 2008/CCSS-M) MSP/EOC  Deepen understanding of the CCSS- M and apply the Standards for Mathematical Practice  In Fall 2013 and Winter 2014, implement with fidelity next CCSS- M aligned units along with remaining 2008 WA standards  Track and report feedback on CCSS- M aligned units  Continue 2012-2013 process with next unit identified by DMLT  Refine professional development plan in response to establishment of a definition of effective mathematics instruction  Plan for upcoming course professional development  Refine the scope and sequence and pacing guide for course and units to be implemented based on teacher feedback  Continue to develop CCSS-M aligned secondary units  Participate in the planning and presentation of professional development  Collect feedback on CCSS-M aligned units and modify units as needed In Fall 2013 and Winter 2014 :  Develop content understanding of next unit mathematical progression  Introduce curriculum materials for next units to be implemented  Deepen understanding of the key instructional shifts to the Standards of Mathematical Practice  Continue connecting Standards of Mathematical Practice to RSD Vision of Instruction and Definition of Effective Mathematics Instruction Questions to think about while you read: What is my role in the transition plan? What is the role at the district level? I wonder why…is not in the plan? We will share out after you have had some time to look at the plan.

19. 2012-2013 2013-20142014-2015 CCSSM Units2008 StandardsCCSSMUnits2008 StandardsUnitsCCSSM Linear Functions Proportional Relatioships and Linear Equations using CMP2 Supplement Inv 2 8.EE.5, 8.EE.6, 8.EE.7a, 8.EE.7b, 8.F1 8.SP.1, 8.SP.2, 8.SP.3, 8.EE.5, 8.EE8, 8.F.2, 8.F.3, 8.F.4, 8.F.5 Thinking/Math Models8.1.A, 8.1.C, 8.1.D, 8.1.E, 8.1.F, 8.1.G 8.SP.1, 8.SP.2, 8.SP.3, 8.EE.5, 8.EE8, 8.F.2, 8.F.3, 8.F.4, 8.F.5 Thinking/Math Models Functions to Model Relationships between Quantities using Thinking with Mathematical Models Inv 1, 2 8.SP.1, 8.SP.2, 8.SP.3, 8.EE.5, 8.EE8, 8.F.2, 8.F.3, 8.F.4, 8.F.5 Inequalities (must teach until June 2014) 8.1.B Inequalities (must teach until June 2014) 8.1.BPatterns of bivariate data using CMP2 Supplement Inv 5 8.SP.4 8.EE.1Exponents/Square Roots8.2.E, 8.4.C8.NS.1, 8.NS.2, 8.EE.2, 8.G.6, 8.G.7, 8.G.8 Pythagorean Theorem using Looking For Pythagoras Inv 1-4 and CMP2 supplemetn Inv 1 8.2.F, 8.2.GDefine, Evaluate, and Compare Functions 8.F.2, 8.F.3, 8.F.4, 8.F.5 8.EE.3, 8.EE.4Scientific Notation8.4.A, 8.4.B8.EE.1Exponents/Square Roots8.2.E, 8.4.CPythagorean Theorem using Looking For Pythagoras Inv 1-4 and 8 CC Inv 1 8.NS.1, 8.NS.2, 8.EE.2, 8.G.6, 8.G.7, 8.G.8 8.NS.1, 8.EE.2, 8.G.6, 8.G.7, 8.G.8 Looking for Pythagoras8.2.F, 8.2.G8.EE.3, 8.EE.4Scientific Notation8.4.A, 8.4.BRadical and Integer Exponents using Exponents and Scientific Notation unit 8.EE.1, 8.EE.3, 8.EE.4 8.G.5Properties of Geometric Figures8.2.A, 8.2.B, 8.2.C, 8.2.D 8.G.5Properties of Geometric Figures8.2.A, 8.2.B, 8.2.C, 8.2.D Properties of Geometric Figures and Three Dimensional Geometry 8.G.5, 8.G 9 8.G.1, 8.G.2, 8.G.3, 8.G.4 Congruence and Similarity through Transformations using: Kaleidoscopes, Hubcaps, and Mirrors Inv. 2,3, and 5 (KHM) and CMP2 supplements Inv 3 8.2.D8.G.1, 8.G.2, 8.G.3, 8.G.4 Congruence and Similarity through Transformations using: KHM Inv. 2,3, and 5 (KHM) and CMP2 supplements Inv 3 8.2.A, 8.2.B, 8.2.C, 8.2.D Congruence and Similarity through Transformations using: Kaleidoscopes, Hubcaps, and Mirrors Inv. 2,3, and 5 (KHM) and CMP2 supplements Inv 3 8.G.1, 8.G.2, 8.G.3, 8.G.4 8.SP.1, 8.SP.2, 8.SP.3Samples and Populations8.3.A, 8.3.B, 8.3.C, 8.3.D 8.SP.1, 8.SP.2, 8.SP.3Samples and Populations8.3.A, 8.3.B, 8.3.C, 8.3.D Analyze and Solve Linear Equations using Shapes of Algebra Inv 2-4 8.EE.8a, 8.EE.8b, 8.EE.8c Probability (must teach until June 2014) 8.3.F Probability (must teach until June 2014) 8.3.F Algebra Prep

20.  With your elbow partner, find 1-2 common understandings you currently have around the CCSS-M  The actual math standards  Identify 1-2 questions you both hope to have answered today

21. Grade 6 through 8 standards

22. Domains - larger groups that progress across grades Clusters - groups of related standards Content standards - what students should understand and be able to do

24.  From your binder, take out the yellow packet of standards that spans grades 5-8  Turn to page 54

25. Cluster Standards Domain

26. Current WA State Learning Standards for Grade 8 Transformational Geometry What key differences do you see between the writing of the current WA State Learning Standards and the Common Core State Standards for Mathematics? Grade 8 Common Core Math Standards related to Transformational Geometry Common Core Math Standards are more easily read on pages 55-56 Read 8.G.1 up to 8.G.4

27.  In the yellow standards packet, please read the Grade 8 synopsis on page 52  Highlight details that jump out at you while you read about the four critical areas  We will share out what is new, similar, or deeper than our current standards

28. 1. Formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a linear equation, and solving linear equations and systems of linear equations 2. Grasping the concept of a function and using functions to describe quantitative relationships 3. Analyzing two- and three-dimensional space and figures using distance, angle, similarity and congruence, and understanding and applying the Pythagorean Theorem

29. What’s Going?What’s Staying?What’s Coming? One- and two-step linear inequalities and graph solution (8.1.B) Solve one-variable linear equations (8.1.A) Know and apply properties of integers with negative exponents Complementary, supplementary, adjacent, or vertical angles, and missing angle measures (8.2.A) Linear functions, slope, and y-intercept with verbal description, table, graph, and expressions (8.1.C -8.1.G) Use and evaluate cube roots of small perfect cubes Summarize and compare data sets using variability and measures of center (8.3.A) Missing angle measures using parallel lines & transversals (8.2.B) Operations with scientific notation when exponents are negative Box-and-whisker plots (8.3.B) Sum of the angle measures of polygons and unknown angle measures (8.2.C) Graph proportional relationships and interpret unit rate as slope of graph Describe different methods of selecting statistical samples and analyze methods (8.3.D) Effects of transformations of a geometric figure on coordinate plane (8.2.D) Use similar triangles to explain slope Determine whether conclusions of statistical studies reported in the media are reasonable (8.3.E) Square roots of the perfect squares from 1 through 225 and estimate the square roots of other positive numbers (8.2.E) Analyze and solve pairs of simultaneous linear equations (systems of equations) All probability topics (8.3.F) Pythagorean Theorem, its converse and apply to solve problems (8.2.F and 8.2.G) Transformations to verify congruency and similarity between figures Solve problems using counting techniques and Venn diagrams (8.3.G) Create a scatterplot, sketch and use a trend line to make predictions (8.3.C) Know and apply formulas for volume of cone, cylinder, and spheres Scientific notation and solving problems with scientific notation (8.4.A and 8.4.B) Understand patterns and relationships of bivariate categorical data Evaluate expressions involving integer exponents using the laws of exponents and the order of operations (8.4.C) Identify rational and irrational numbers (8.4.D)

30.  Take a few minutes to think about the following questions and write your response on your notes page. You may want to browse through the standards on 54-56.  What connections are you making between the 2008 and Common Core Standards for Grade 8?  How might instruction look different with these new standards?

32.  Stand up  Stretch  See you in 10 minutes

34. “The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education.” (CCSS, 2010)

35. http://www.youtube.com/watch?v=m1rxkW8u cAI&list=PLD7F4C7DE7CB3D2E6  As you watch the video, think about the following two questions:  How do the math practices support student learning?  How will the math practices support students as they move beyond middle school and high school?

36. Standards for Mathematical PracticeAs a mathematician, Make sense and persevere in solving problems.I can try many times to understand and solve problems even when they are challenging. Reason abstractly and quantitatively.I can show what a math problem means using numbers and symbols. Construct viable arguments and critique the reasoning of others. I can explain how I solved a problem and discuss other student’s strategies too. Model with mathematics.I can use what I know to solve real-world math problems. Use appropriate tools strategically.I can choose math tools and objects to help me solve a problem. Attend to precision.I can solve problems accurately and efficiently. I can use correct math vocabulary, symbols, and labels when I explain how I solved a problem. Look for and make use of structures.I can look for and use patterns to help me solve math problems. Look for and express regularity in repeated reasoning. I can look for and use shortcuts in my work to solve similar types of problems.

38.  Take out the “Student Look-Fors” within the second tab of your binder

39.  While you watch the video:  Script the student actions What are they saying? What are they doing?  Look at the Student Look-Fors page  Choose a specific math practice to focus on during the video  Look for evidence of students engaging in your specific mathematical practice  Let’s watch the video again  What evidence showed students engaging in a math practice?  What did the teacher do to promote student engagement in the content and math practices?

40.  Take a few minutes to think about the following questions and write your response on the notes page:  Which math practice(s) are your students already engaged in during a math lesson or unit?  How do we get students to engage in these practices if they are not already?

41. Content Standards Standards for Mathematical Practice

42.  Please sit by school when you return from lunch  If you are the only one from your school, join any school you want

43.  Develop understanding of the progression of the Geometry domain and the cluster of standards being aligned for the first unit to be implemented  Connect the Geometry progression to the first CCSS-M aligned unit that will be taught after the training  Discuss the implementation and feedback plan for the first unit to be aligned with the CCSS-M

44.  Honor your responsibilities  Participate fully and actively  Honor each person’s place of being  Assume positive intent  Learn from and encourage each other  Share airtime  Avoid judgmental comments  Honor confidentiality  Communicate your needs  If you need to attend to something else, step out of the room  Laptops: When instructed to do so go to half- mast or close lid

45.  Compiled current learning from CCSS website, Arizona DOE, Ohio DOE, and North Carolina DOE  Intended use is to show connections to the Standards for Mathematical Practice and content standards  Flip Book includes:  Explanation and examples  Instructional strategies  Student misconceptions  Find the Flip Book under Tab 2 (blue packet) and turn to page 33

46. Key Mathematical Concepts Developed in Understanding Congruence and Similarity Cluster (8.G.1-8.G.4) Instructional Strategies Common Misconceptions Write key concepts students must learn within this cluster of standards Collect descriptions of how students should engage with the content Identify any student misconceptions or challenges Read independently pages 33-39 When finished, discuss as a group key concepts, instructional strategies and common misconceptions Then, create a poster based on the bolded standard on your graphic organizer Poster should include essential learning for students during unit and possible misconceptions

47. “Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.” “Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.” “Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.” “Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.” Claim #1 - Concepts & Procedures Claim #2 - Problem Solving Claim #3 - Communicating Reasoning Claim #4 - Modeling and Data Analysis

49.  Process:  Read SBAC Claim 1 item specifications (more on this next)  Looked at prior and recently developed assessments  Drafted test and scoring guide  Next Steps:  Pilot  Provide Feedback  Adjust

50.  Currently based on current WA state standards and CCSS-M 8.G.1-8.G.4  Pilot assessment items during unit  Feedback on:  Clarity of directions  Timing  Alignment to CCSS-M 8.G.1-8.G.4  Length of grading time

51.  The supplemental lessons will include:  Mathematical Practices  Content and Language Objectives  Connections to Prior Knowledge  Questions to Develop Mathematical Thinking  Common Misconceptions/Challenges  Launch  Explore with Teacher Moves to Promote the Mathematical Practices  Summarize  Solutions  Feedback

52.  In your PLC, you many want to look at and discuss:  Kaleidoscopes, Hubcaps, and Mirrors Investigations  Modified Problems  CMP2 Supplemental Lessons

53.  Email  PLC meetings

54.  Please take a few minutes to fill out the exit ticket.  Your feedback will be used to help plan the next Math 8 training  Clock hour information next

55.  Title and Number of In-service Program  Math 8 Common Core Training #4283  Instructor  Deborah Sekreta  Clock Hours  6.5  Clock Hour Fee  $13.00  Checks made out to Renton School District  Must have check in order to submit paperwork

56. A student made this conjecture about reflections on an x-y coordinate plane. “When a polygon is reflected over the y-axis, the x- coordinates of the corresponding vertices of the polygon and its image are opposite, but the y- coordinates are the same.” Develop a chain of reasoning to justify or refute the conjecture. You must demonstrate that the conjecture is always true or that there is at least one example in which the conjecture is not true. You may include one or more graphs in your response.

57.  When a polygon is reflected over the y-axis, each vertex of the reflected polygon will end up on the opposite side of the y-axis but the same distance from the y-axis.  So, the x-coordinates of the vertices will change from positive to negative or negative to positive, but the absolute value of the number will stay the same, so the x-coordinates of the corresponding vertices of the polygon and its image are opposites.  Since the polygon is being reflected over the y-axis, the image is in a different place horizontally but it does not move up or down, which means the y- coordinates of the vertices of the image will be the same as the y-coordinates of the corresponding vertices of the original polygon.  As an example, look at the graph below, and notice that the x-coordinates of the corresponding vertices of the polygon and its image are opposites but the y- coordinates are the same. This means the conjecture is correct.

58.  Develop understanding of the progression of the Geometry domain and the cluster of standards being aligned for the first unit to be implemented  Connect the Geometry progression to the first CCSS-M aligned unit that will be taught after the training  Discuss the implementation and feedback plan for the first unit to be aligned with the CCSS-M