1. 13.1 WELCOME TO COMMON CORE HIGH SCHOOL MATHEMATICS LEADERSHIP 2014-2015 SCHOOL YEAR SESSION 13 22 APR 2015 MARGINS: GREAT FOR ERRORS, NOT SO GOOD FOR PROOFS

2. 13.2 TODAY’S AGENDA  Discussing the Tools and Technology Essential Element from P2A  Sharing our classroom artifacts: Exploring MTP 3, 7, and 8  Break  Grade 11, Lessons 16 and 17: Margin of Error when Estimating a Population Proportion  Reflection on the Lesson  Closing remarks & For Next Time

3. 13.3 LEARNING INTENTIONS AND SUCCESS CRITERIA We are learning to…  Relate tools, technology, and assessment essential elements to our classroom and district practices  Understand Mathematics Teaching Practices 3, 7, and 8  Use data from a random sample to estimate a population proportion  Calculate and interpret a margin of error in context.  Know the relationship between sample size and margin of error in the context of estimating a population proportion.

4. 13.4 LEARNING INTENTIONS AND SUCCESS CRITERIA We will be successful when we can:  Connect tools and technology with opportunities to engage in reasoning and problem-solving tasks  Identify relationship between assessment, feedback, and planning  Identify aspects MTP 3, 7, and 8 in our instructional artifacts  Estimate a population proportion, calculate and interpret a margin of error in context.  Explain the relationship between sample size and margin of error in the context of estimating a population proportion.

5. 13.5 ADMINISTRIVIA  Please bring your notebooks ready to hand off next time!  Graduate presentations next time:  Please review the Teaching and Learning Case Study assignment on the syllabus  We will create a space for poster displays and spend time doing a gallery walk  Gearing up for Summer:  June 15-19; June 29-July 2  Currently working on a location

6. 13.6 ACTIVITY 1 TOOLS AND TECHNOLOGY, ASSESSMENT PRINCIPLES TO ACTIONS: ESSENTIAL ELEMENTS

7. 13.7 ACTIVITY 1 ESSENTIAL ELEMENTS OF TOOLS & TECH, ASSESSMENT 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. In our discussions today, we will focus on connections between Tools and Technology and students’ opportunities to engage in rich tasks, and the ways in which Assessment provides us data about teaching and learning.

8. 13.8 ACTIVITY 1 ESSENTIAL ELEMENTS OF TOOLS & TECH, ASSESSMENT  List the tools and technology that you have used or that you have seen others use that support student learning  Looking at our tools and technology list, which items on our list do promote mathematical reasoning and problem solving, and which do not or may not under certain conditions? “Many schools and teachers pride themselves on being up-to-date with the latest technology and tools. However, the value of the technology depends on whether students actually engage with specific technologies or tools in ways that promote mathematical reasoning and sense making.” NCTM 2014, p. 80

9. 13.9 ACTIVITY 1 ESSENTIAL ELEMENTS OF TOOLS & TECH, ASSESSMENT  List the types of assessments or sources of assessment data that you use in your classroom/school/district.

10. 13.10 ACTIVITY 1 ESSENTIAL ELEMENTS OF TOOLS & TECH, ASSESSMENT “An excellent mathematics program ensures that assessment is an integral part of instruction, provides evidence of proficiency with important mathematics content and practices, includes a variety of strategies and data sources, and informs feedback to students, instructional decisions, and program improvement… Although assessment should support student learning, too often it functions in schools as an obstacle to promoting mathematics success for all students.” NCTM 2014, p. 89  Considering the two quotes above, add other assessments and data sources to your list that could be used in your classroom/school/district.

11. 13.11 ACTIVITY 1 ESSENTIAL ELEMENTS OF TOOLS & TECH, ASSESSMENT  Place a sticky note on the continuum for each assessment on your group list. Use one color for assessments in use, one for assessments not in use. Assessment for learning formative providing feedback focus on each student development of a process assessment of math practices Assessment of learning summative grading/scoring focus on a group/class/school retention program evaluation

12. 13.12 ACTIVITY 2 SHARING OUR ARTIFACTS CONNECTING TO THE P2A MATHEMATICS TEACHING PRACTICES

13. 13.13 ACTIVITY 2 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

14. Break

15. 13.15 ACTIVITY 3 MARGIN OF ERROR WHEN ESTIMATING A POPULATION PROPORTION ENGAGE NY GRADE 11, LESSONS 16-17

16. 13.16 ACTIVITY 4 REFLECTING ON THE LESSON

17. 13.17 ACTIVITY 4 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?

18. 13.18 FOR NEXT TIME  Complete the problem set for Grade 11, Lesson 17  Read the Professionalism Essential Element in P2A (pp. 99-108)  Respond to the following prompt: In what ways might we advocate for a stronger sense of the professionalism of teaching in our schools and communities?  Read the Statistics and Probability Grades 9-12 progressions document (overview plus two of the four sections as assigned)  Bring your notebooks next time for collection!