8th Grade MSP November 2015

Learning Targets By the end of the session, we will be able to: Know how to deconstruct our focus standard(s) to plan for instruction. Understand how to use scaffolding activities and math tasks aligned to focus standard(s). Be able to integrate STEM to reinforce understanding of focus standard(s).

Housekeeping Bathrooms Lunch 11:00 -12:15 Future of MSP Trainings Materials

Norms Be an active participant. Be mindful of air time. Be mindful of sidebar conversations. Use technology at appropriate times.

Agenda Vertical Alignment & Deconstruction MICA, MIST, OnTrac Scaffolding Instruction with Manipulatives using Instructional Math Tasks MIST Practice Test Math Task (Instructional) Math and Science Integrated Activity leading into a STEM Challenge Closing Jamie/Evelyn

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Focus Standards Math Science 8.G.A.3 Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. 8.G.A.4 Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them. Science SPI 0807.12.4 Distinguish between mass and weight using appropriate measuring instruments and units. SPI 0807.12.5 Determine the relationship among the mass of objects, the distance between these objects, and the amount of gravitational attraction. SPI 0807.12.6 Illustrate how gravity controls the motion of objects in the solar system

Vertical Alignment Use the Vertical Progression Guide to identify the vertical alignment of the focus standards. Identify the implications across the grade levels. Identify common student misconceptions. Each group will be given a part of the standard to consider what students should Know, Understand, and Be Able to Do. Jamie/Evelyn

Deconstruction/Collaboration 8.G.A.3 Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. 8.G.A.4 Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them. Identify key components. What will the students need to Know, Understand, and Be Able to Do in order to master the standard? What are possible misconceptions?

MS Scaffolding Document

Standards for Mathematical Practice Mathematically Proficient Students…

Reflection Private Think Time: Why is it important to deconstruct standards? Shoulder Partner: Share

MICA Computer Time! Log in to MICA and work through all the 8.G.3 and 8.G.4 problems as a student would. Look at answers.

MICA Activity: Bowtie Vocabulary Pre-Requisite Knowledge Possible Misconceptions

Your Turn: Using OnTrac Item types Depth of questions Create a formative assessment!

Be ready to start back at 12:15!

Conceptual Understanding of Focus Standards Use manipulatives to work through activities. How could you support struggling learners? How could you extend advanced learners? Susan Sewell

VS Differences in Tasks INSTRUCTIONAL TASKS ASSESSMENT TASKS Similar to discovery learning or inquiry-based learning Used to teach new concepts/build on prior knowledge Must have multiple entry points/solution paths Involves students in math practices Uncovers students’ misconceptions Often referred to PBA or CRA Used to assess what students know Should be objective with fewer solution paths Correct solutions will require one or more math practices Uncovers students’ misconceptions VS Susan Sewell

Planning Process for Instructional Task What are your mathematical goals for the lesson? How do you think students will solve it? What misconceptions do you think they will have? What resources or tools does the student need? How will the students record their work? What questions will you ask to help the students access prior knowledge and work through the task? HOW WELL

MIST Navigating the MIST site Problems on Practice Tests Be the Change Agent!

Practice Test 1: TASK Break apart the task. Discuss the rubric. How do we promote success?

Practice Test Cluster Integration How are the clusters integrated in the task? 8.EE.C Analyze and solve linear equations and pairs of simultaneous equations. (8.EE.C.7 and 8) 8.F.A Define, evaluate, and compare functions (8.F.A.1,2, and 3) 8.F.B Use functions to model relationships between quantities (8.F.B.5 and 5) Susan Sewell

Science Integrated Activity

Three W’s What did I learn today and how do I plan to share with others my learning of today? So What? (relevancy, importance, usefulness) Now What? (how does this fit into what students are expected to do, does it affect our thinking, can we predict where we are going)

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