11.1 WELCOME TO COMMON CORE HIGH SCHOOL MATHEMATICS LEADERSHIP SCHOOL YEAR SESSION FEBRUARY 2016 HAKA KA MATE: NOT A SONG FROM THE LION KING

11.2 TODAY’S AGENDA  Eureka Math G10 M5L8: Applications of Angles, Arcs and Chords  Big ideas discussion  Break  Making use of mentoring conversations in context (panel)  Discussing curriculum evaluation tools: NCSM Tool 3  Leadership project updates  Homework and closing remarks

11.3 ACTIVITY 1 APPLICATIONS OF ANGLES, ARCS AND CHORDS EUREKA MATH TM GRADE 10 MODULE 5 LESSONS 7 & 8 As you engage, consider: what aspects of the four Big Ideas (and Essential Understandings) do you notice in the lesson? Record tangible examples to share at the lesson’s conclusion.

11.4 ACTIVITY 1 APPLICATIONS OF ANGLES, ARCS AND CHORDS 

11.5 ACTIVITY 1 APPLICATIONS OF ANGLES, ARCS AND CHORDS A Rugby Problem  Scoring in rugby is similar to scoring in (American) football:  A try (the equivalent of a touchdown) is worth 5 points;  A conversion (the equivalent of an extra point) is worth 2 points.  One big difference is that a try is only scored when the ball is actually touched down in the end zone; the conversion must then taken from somewhere on the line parallel to the sidelines which passes through the point where the ball was touched down. 

11.6 ACTIVITY 1 APPLICATIONS OF ANGLES, ARCS AND CHORDS  At what point on the dotted line should the kicker place the ball in order to maximize the angle between the goal posts (L and R)?

11.7 ACTIVITY 1 APPLICATIONS OF ANGLES, ARCS AND CHORDS A Parallel Chords Problem 1  If we have a circle where we know the lengths of two parallel chords and the distance between them, can we find the radius of the circle? 1

11.8 ACTIVITY 1 APPLICATIONS OF ANGLES, ARCS AND CHORDS  Does it matter whether the two chords are on the same side of the center of the circle, or whether the centre is between the two chords?  What condition on a, b, and c determines which of these cases holds?

11.9 ACTIVITY 1 APPLICATIONS OF ANGLES, ARCS AND CHORDS How Big is the Stone Circle?  Archeologists uncover the remains of a neolithic stone circle, like the one pictured, but with only a few stones still standing.

11.10 ACTIVITY 1 APPLICATIONS OF ANGLES, ARCS AND CHORDS  The archeologists manage to find four stones which form an approximate trapezoid, with parallel sides of 320 metres and 1400 metres. They measure the perpendicular distance between these two parallel sides to be 60 metres.  What was the approximate diameter of the complete circle?

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

11.12 ACTIVITY 3 “BIG IDEAS” DISCUSSION  Reflect on your own about how the focus on Big Ideas 1 and 2 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.

11.13 ACTIVITY 3 “BIG IDEAS” DISCUSSION  Big Idea 1. Working with diagrams is central to geometric thinking.  Big Idea 2. Geometry is about working with variance and invariance, despite appearing to be about theorems.

Break

11.15 ACTIVITY 3 USING MENTORING CONVERSATIONS

11.16 ACTIVITY 3 USING MENTORING CONVERSATIONS  In our last meeting, we discussed the challenges associated with engaging administrators and colleagues in mentoring conversations.  We noted in particular that content knowledge is important!  We have a small panel assembled to discuss how we might support using peer observation and mentoring conversations among our colleagues.

11.17 ACTIVITY 4 IT’S TIME RETURNING TO OUR CURRICULUM EVALUATION TOOLS

11.18 ACTIVITY 4 CURRICULUM EVALUATION TOOLS  Using the NCSM curriculum evaluation tool, evaluate Grade 10 Module 3 of Eureka Math using Tool 3.  You may need or want to access additional content/context from the Eureka Math website

11.19 ACTIVITY 4 CURRICULUM EVALUATION TOOLS  What aspects of the curriculum did Tool 3 illustrate that Tools 1 or 2 did not?  What aspects of the curriculum does this tool illustrate particularly well?  What do you know about this curriculum that this tool doesn’t show you?

11.20 ACTIVITY 5 LEADERSHIP PROJECTS SHARING UPDATES

11.21  Read It’s TIME, Chapter 4 (pages 27-42). Write a brief reflection on the following:  What assessment and support structures are working well in your district? What structures would be good candidates for change?  Keep moving forward on your leadership projects and reports! ACTIVITY 6 HOMEWORK AND CLOSING REMARKS