common core and essential standards pd
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Common Core and Essential Standards PD. January 23, 2012 Mathematics Content Session. Review from Dec 19-20. Argumentation Mathematical Practice #3: Construct viable arguments and critique the reasoning of others Mathematical Practice #6: Precision Shift 2: Disciplinary Literacy - PowerPoint PPT PresentationTRANSCRIPT
Common Core and Essential Standards PD
January 23, 2012Mathematics Content Session
Review from Dec 19-20
• Argumentation• Mathematical Practice #3: Construct viable
arguments and critique the reasoning of others• Mathematical Practice #6: Precision• Shift 2: Disciplinary Literacy Shift 6: Academic Vocabulary• Text Triangulation• Tasks
Triangulate Text
What can be “TEXT”?Anything that can be
•Read•Viewed •Heard
Triangulate Texts
Math Content Texts•Textbook•Videos•Lab activities•Cornell notes •Mathematical algorithms•Graphics, Data and Diagrams•Models and Projects•Foldables•Real world scenarios
Triangulate Texts
Today’s Task
• Discuss specific types of “text” resources you use in math instruction
• Complete the Common Core template from one content area and add your “text” resources.(MS: grade 6, grade 7, grade 8; HS: Algebra 1, Algebra 2, Geometry)
• From your “text” resources and the Argumentation Task Samples for Mathematics, create a sample task focusing on argumentation and precision (MP 3 and 6).
Sample TemplateCommon Core Cluster and Standards
Text Resources
Textbook Teacher Resources
Technology & Media
TINavigator Manipulatives Graphics & Models
Textbook pages
Sample Task:
This will be completed for you.
Textbook pages
DE Videos Data Tables
Graphs
Notes and Algorithms
Powerpoints
K’NEX or Algeblocks
DE Simulations
Foldables
Worksheets
Use the text resources above and the Quick Reference Task Chart to create a argumentative task specific to this Essential Standard.
Quick polls & screen captures
Activity Center
Quickpolls &Learncheck
CMP2 ACE problems
MARS lessons & tasks
Mathematical Practices 3 Argumentation TaskPlaza Middle School students are trying to make a hoagie sandwich large enough to feed their entire class of 25 students. They made an Italian cold-cuts hoagie with cheese, lettuce, and tomatoes that was 12 ¾ feet long. Which size portion, ¼ foot long or ½ foot long is the best portion size to feed the class of 25 students with the least amount of left-over hoagie? Justify your answer. Be sure to show all your work.
6th Grade Sample CCSS Domain: The Number SystemCluster: Apply and extend previous understandings of numbers to the system of rational numbers.Standards:6. NS.6 Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative coordinates.6. NS.6.c Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.
RESOURCES
Textbook Teacher Resources Technology & Media TINavigator Manipulatives Graphics & Models
CMP2 Bits & Pieces IInv 1 Fundraising FractionsInv 2 Sharing and comparing with FractionsInv 3 Moving Between Fractions and DecimalsInv 4 Working with percents
DPI Crosswalkshttp://www.dpi.state.nc.us/docs/acre/standards/common-core-tools/crosswalks/math/grade6.pdf
Discovery Education CMP2 Alignment by Instrumenthttp://correlation.edgate.com/services/cui/?function=listCorrelatedUnits&iStandardId=366730707&iGradeIds=45&iStateIds=366729336&iSubjectIds=Mathematics&PHPSESSID=65a04474d553c83d9317416623c1a236
Middle School K’NEXLesson 8 and 9
Secondary math wikihttp://secondarymath.cmswiki.wikispaces.net/Rational+Numbers+6th+grade
CMP2 Bits & Pieces IIInv 1 Estimating with FractionsInv 2 Adding and Subtracting FractionsInv 3 Multiplying FractionsInv 4 Dividing Fractions
Station Activities for CC Mathematics Grade 6P.29 Comparing and Ordering Rational Numbers
US Dept of Educationhttp://www2.ed.gov/teachers/how/tools/initiative/summerworkshop/frizzell/index.html
Warm-upshttp://secondarymath.cmswiki.wikispaces.net/6th+grade+Warm-Ups+%28learnchecks%29
CMP2 Bits & Pieces IIIInv 1 Dividing with FractionsInv 2 Decimal TimesInv 3 The Decimal DivideInv 4 Using Percents
LearnChecks and quick pollshttp://secondarymath.cmswiki.wikispaces.net/6th+grade+Warm-Ups+%28learnchecks%29
CMP2 CC Inv 3: Integers and the Coordinate Plane
Textbook Teacher Resources Technology & Media TINavigator Manipulatives Graphics & ModelsLinear functions Chapter 2 sections 1, 2, 3, 6, 7
Teacher ppt
Discovery Education:Graphing Linear Relations - Elevators
LC & QuickpollActivity Center: Discovering linear relationships – verbal to algebraic
Characteristics of linear functions foldable
Quadratic functionsChapter 4 sections 1, 2
4-1 Solve It!4-2 Solve It!
LC & Quickpoll Investigation: Discovering Transformations Lab
Graphics: Take Note - Key Concepts pg 194, 195, 197
Polynomial functionsChapter 5 sections 1, 9
5-9 Solve It! LC & QuickpollActivity Center: Transformations
Graphics: End Behavior pg 282
Radical functionsChapter 6 section 8
Teacher ppt LC & Quickpoll
Exponential and Logarithmic functionsChapter 7 sections 1, 3
LC & QuickpollActivity Center:Exponential growth and decay
Investigation:Drug Filtering Lab
Graphics: Take Note – Key Concepts pg 451
Rational functionsChapter 8 sections 2, 3
8-2 Activity: Family First 8-2 Solve It! LC & Quickpoll Graphics: Take Note – Key Concepts pg 507Foldable: Function Transformations
Mathematical Practices 3 – Argumentation Task: (analysis level) How would you categorize the following? After examining the set of cards, sort and name the categories. Justify your choices. (comparison level) Compare your choice of categories with those of another student in your class. How are your choices the same/different? Are there any changes you want to make to your choices, if so which ones and why?
Algebra 2 SampleCCSS Domain: F-IF Interpreting functionsCluster: Interpret functions that arise in applications in terms of the contextStandards:F.IF.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description.F.IF.6 Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.Cluster: Analyze functions using different representationsStandard:F.IF.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions)
RESOURCES
Summary of Assignment1. Work in a group with other teachers in your
content/grade level to complete the template2. Include text resources that you use in your
instruction. Hyperlink web resources. 3. Write a task focusing on argumentation and precision
for the cluster your group worked on. (you may want to use the Quick-Reference Tasks for Math chart)
4. Save the document with your school name – for example: Algebra 1 Template – Vance or 6th Grade Math – Bailey
5. Send your completed assignment to your department chair and Marjan Hong ([email protected])
Instructions for Emailing Templates•Work in a subject/grade level group to complete the template. All teachers should contribute their best instructional resources (Texts). Please consider good quality over great quantity. •Hyperlink good internet or Discovery Education resources. The hyperlink will remain intact when the template is emailed.•Save the template by including your school name. Example: 6th Grade Math Template Mint Hill •Include good lab activities, power points or other documents. This will need to be a separate attachment. Use this format to name the file: <Common Core notation> <title>. For Example: 6. NS.6 US Department of Education video clip See 6th grade sample in power point. •Attach the template and documents and email to [email protected] . •VERY IMPORTANT: In the subject line please put the following notation exactly as it is written
For 6th grade subject line should be sixthccFor 7th grade subject line should be seventhccFor 8th grade subject line should be eighthccFor Algebra 1 subject line should be algebra1ccFor Algebra 2 subject line should be algebra2ccFor Geometry subject line should be geometrycc
•Send all templates and documents by Jan. 31, 2012.
Thank you!
Joanne WhitleySecondary Math Specialist
[email protected] Marjan Hong
Secondary Math [email protected]