06.1 WELCOME TO COMMON CORE HIGH SCHOOL MATHEMATICS LEADERSHIP SCHOOL YEAR SESSION 6 18 NOVEMBER 2015 PUMP UP THE VOLUME

06.2 TODAY’S AGENDA  Scaling principle for volume (Eureka Math TM G10 M3 L9)  “Big Ideas” discussion  Break  Modeling mentoring conversations  Exploring the PRIME document  Homework and closing remarks

06.3 ACTIVITY 1 SCALING PRINCIPLE FOR VOLUME EUREKA MATH TM GRADE 10 MODULE 3 LESSON 9 As you engage, consider: what aspects of Big Ideas 1 and 2 do you notice in the lesson? Record tangible examples of each to share at the lesson’s conclusion.

06.4 ACTIVITY 2 “BIG IDEAS” DISCUSSION FROM NCTM ESSENTIAL UNDERSTANDINGS FOR GEOMETRY GRADES 9-12

06.5 ACTIVITY 2 “BIG IDEAS” DISCUSSION  Reflect on your own about how the focus on this Big Idea allowed you to make connections between this lesson and other Geometry concepts.  Add some notes to the Big Ideas packet from last time regarding tonight’s lesson.

06.6 ACTIVITY 2 “BIG IDEAS” DISCUSSION  Big Idea 1. Working with diagrams is central to geometric thinking.  Essential Understanding 1a. A diagram is a sophisticated mathematical device for thinking and communicating.  Essential Understanding 1b. A diagram is a “built” geometric artifact, with both a history—a narrative of successive construction—and a purpose.  Big Idea 2. Geometry is about working with variance and invariance, despite appearing to be about theorems.  Essential Understanding 2a. Underlying any geometric theorem is an invariance— something that does not change while something else does.  Essential Understanding 2c. Examining the possible variations of an invariant situation can lead to new conjectures and theorems.

Break

06.8 ACTIVITY 3 MODELING MENTORING CONVERSATIONS

06.9 ACTIVITY 3 MODELING MENTORING CONVERSATIONS  Five phases of an instructional conference:  Launching  Reflecting  Reinforcing  Refining  Reflecting  Some things to consider as you plan your conference:  Select one person to conduct the conference tonight  As the teacher talks, press for evidence about what did or did not go well  Use the Do’s and Don’ts document as a guide for moving towards more interactive conversations

06.10 ACTIVITY 4 MODELING MENTORING CONVERSATIONS  As we come back together, consider:  What relational skills do you notice being used in the two conferences?  If you were to be observed by the person conducting the conference in two weeks, what would you expect them to be looking for in your practice?

06.11 ACTIVITY 4 THE PRIME FRAMEWORK

06.12 ACTIVITY 4 THE PRIME FRAMEWORK Picking up from last time, share with a shoulder partner:  Discuss your completion of the self-assessment rubric  Summarize the primary component of the rubric related to your plan, and indicate specific actions you intend to take  Prepare a phrase, or a few words, describing key actions or activities that will advance your plan

06.13 ACTIVITY 4 THE PRIME FRAMEWORK Now consider the following:  Think about where you are and where you want to be with your leadership plan.  What actions will you need to advance your plan?  What obstacles do you anticipate?  How will you work around these obstacles?

06.14 ACTIVITY 4 THE PRIME FRAMEWORK Prepare a poster with the following:  A narrative summary of your project (a few sentences)  Your measures of success  What you have learned/accomplished so far  What questions, struggles, and obstacles do you anticipate

06.15 ACTIVITY 4 THE PRIME FRAMEWORK Gallery walk:  Briefly read each poster  Use your sticky notes to write a question or comment on each  Place your sticky note on the back of each poster

06.16  Practicing real-time observation and conferencing:  Please watch the video of Mike teaching a middle school class that will be ed out. It is about an hour long.  You’ll have access to Mike’s original lesson plan and task for the lesson as well.  Take notes in real time as you watch.  Bring a short list of ideas that you would want to talk to the teacher about to our next class on December 2. ACTIVITY 5 HOMEWORK AND CLOSING REMARKS