1. Eighth Grade

2. Clear Target Increase content knowledge for identified standards in Grade 8 within Tennessee’s State Standards for Mathematics

3. Making Connections

4. Welcome Mathematics and Science Partnership (MSP) Grant Year 2

5. Group Norms Be an active participant Be respectful of others’ ideas Be courteous when others are speaking Use technology at appropriate times Take care of your personal needs Start and end on time Enjoy the day learning with colleagues

6. PARKING LOT A place to “park” your questions and ideas for later!

7. Communication

8. Our Afternoon Together Introductions Math Standards Scaffolding Activity STEM Challenge Closing

9. Math Standards 8.EE.C.8b Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. 8.EE.C.8c Solve real-world and mathematical problems leading to two linear equations in two variables. For example, given coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair.

10. Vertical Alignment While using the Vertical Progression Guide– you identified the vertical alignment of the targeted standards. Discuss your findings with your table group– modify your original if needed. Choose one implication to share with the whole group and write on a sentence strip.

11. Reflection Delve & Dialogue What is the value of reviewing the vertical alignment? ?

12. Break

13. How can you turn two equations with two variables into one equation with one variable?

14. Table Talk Prepare an example to share out. What is one way to use substitution to solve a system of equations?

15. I can solve real-world and mathematical problems leading to two linear equations in two variables.

16. Stacking Cups Concrete – for conceptual understanding Graphic – when students are ready to move beyond concrete representations Abstract – solving the problems with numbers and symbols.

17. Stacking Cups

18. Reflection Delve & Dialogue How can I use Stacking Cups to solve real-world and mathematical problems leading to two linear equations in two variables? ?

19. Math Literacy

20. Rationale “All of us who are stakeholders have a role to play and important actions to take if we finally are to recognize our critical need for a world where the mathematics education of our students:  draws from research,  is informed by common sense and good judgment, and  is driven by a non-negotiable belief that we must develop mathematical understanding and self confidence in all students.” - NCTM Principles to Action, 2014

21. Clear Target I will: Connect work from previous learning to NCTM’s Eight Mathematics Teaching Practices

22. Instructional Shifts

23. Jot down your thoughts about… How do you plan continue to implement these shifts? Ink Your Thinking

24. Mathematical Practice Standards Students who are math literate demonstrate these practices.

25. Mathematics Teaching Practices  Provide a framework for strengthening the teaching of mathematics  Represent research-informed learning principles  Results from two decades of knowledge of mathematics teaching  Embody a core set of high-leverage practices that promote deep learning of mathematics. (Principles to Actions, 2014, p. 9).

26. Mathematics Teaching Practices 1.Establish mathematics goals to focus learning. 2.Implement tasks that promote reasoning and problem solving. 3.Use and connect mathematical representations. 2.Facilitate meaningful mathematical discourse. 5.Pose purposeful questions. 5.Build procedural fluency from conceptual understanding. 5.Support productive struggle in learning mathematics. 5.Elicit and use evidence of student thinking.

27. Mathematics Teaching Practices Discuss the following in your group:  What is the big idea of your teaching practice?  What does this look like when implemented in a classroom?  What connections to previous trainings do you notice? Read and review your assigned teaching practice.

28. Whole Group Discussion As each group shares out, record your observations on your Interactive Agenda. Consider the following:  Big idea of each practice  Implications for teacher support  Your own noticings and wonderings

29. Think about it… Clip #1 What teaching practices do you notice in the clip? How is implementing that practice beneficial to students? What teachers come to mind that consistently engage in the practice(s)?

30. Summary Things you might consider:  What will we do differently as a result of implementing these practices?  What are our next steps as we implement these practices?  What are you still wondering about?

31. Our Challenge

32. School gardens are becoming a normal trend. Students are learning about the possible negative side effects of chemicals. Many farmers are exploring better ways to grow nutritional crops without adding external and possibly dangerous chemicals. What is the best soil mixture to grow plants?

33. Math and Science Standards 8.EE.C.8b Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. 8.EE.C.8c Solve real-world and mathematical problems leading to two linear equations in two variables. For example, given coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair. SPI 0807.9.10 Identify the reactants and products of a chemical reaction. SPI 0807.9.11 Recognize that in a chemical reaction the mass of the reactants is equal to the mass of the products (Law of Conservation of Mass).

34. Vocabulary Reactant Product Law of Conservation of Mass Subscript Coefficient Superscript Distributive Property

35. y=x+10 y=5x+2 Solve this System of Equations

36. y=x+10 y=5x+2 The Growth of Two Plants

37. Food is Free Project

38. Tiffany’s Plants

39. Balancing Equations What is soil made of? How can we enrich soil? What are the various types of fertilizers?

40. 2H 2 + 0 2  2 H 2 O

41. ___P + ___0 2  P 2 O 5

42. 4 P + 5 0 2  2 P 2 O 5

43. __ AgNO 3 + ___ Cu  ____ Cu(NO 3 ) 2 +___Ag

44. 2 AgNO 3 + Cu  Cu(NO 3 ) 2 + 2 Ag

45. Similarities and Differences Solving Equations vs Balancing Equations

46. Extension of the Learning Conduct an Investigation 1.Choose a seed 2.Set up two containers – regular soil and a mixture of fertilizers added to the soil 3.Allow exposure to sunlight 4.Record the growth over 6 weeks 5.Graph and analyze data in math class

47. Reflection Delve & Dialogue How can I use this integrated lesson to benefit my students in math class? ?

48. Commitment Card

49. Closure Target: Increase content knowledge for identified standards in Grade 8 within the Tennessee State Standards for Mathematics Remember the Wikispace: msptennessee.wikispaces.com Remember to share information with rest of team (Math and Science) Remember to bring back the Vertical Progression Book

50. Clear Target Increase content knowledge for identified standards in Grade 8 within the Tennessee’s State Standards for Mathematics