Welcome to CAMP – Year 2! Year 2: Day 1

What’s golden? DAY 6

Agenda Norms Morning Jumpstart Administrivia Focal SMP - SMP 5: Use appropriate tools strategically Activity – Orange ya glad we’re finding circumference and area? Lunch Launch after Lunch Lesson Study lesson planning Activity – Goat on a rope in the city Lesson Reflection: Reflecting on SMCs and SMPs (inc. SMP 5) Daily Evaluation

Evolving Norms for this PD We will be ready for class and use our class time effectively. We will keep our focus on learning and use technology for personal reasons during breaks. We will be respectful of each other’s time and space and work efficiently. We will actively participate by (a) listening to each other, (b) giving others our attention, (c) not speaking when someone else is talking, and (d) regularly sharing our ideas in class. If we disagree with someone or are unclear, we will ask a question about his or her idea and describe why we disagree or are confused. We will ask questions when we do not understand something. We will comment on others’ ideas rather than the person.

Evolving Norms for this PD We will take advantage of opportunities to share ideas and gather feedback through presentations. We will encourage one another to share ideas. We will show our appreciation to one another for their ideas. If we disagree with someone or are unclear about their ideas related to mathematics content and pedagogy, we will ask a question about his or her idea and describe why we disagree or are confused. We will ask questions when we do not understand something about mathematics content and pedagogy. We will comment on others’ ideas about mathematics content and pedagogy rather than the person.

Evolving Norms for this PD We will always look for another approach to solve problems. We will use pictures, graphs, tables, symbols, numbers, manipulatives, and/or words to assist us while doing mathematics. We will persist with every problem and examine it from multiple perspectives. We will be mathematically precise whenever possible. We will explain and justify our ideas in a way that everyone can understand.

Morning Jumpstart Christy leads. 20 minutes. Uses geogebra.

Administrivia STEM Teaching Conference @ BGSU – Saturday November 21: Present one lesson from lesson study. Attendance required, no cost to you, paid attendance and paid for day, meeting from 8:30 – 4pm. Will receive CEU for attendance. Morning refreshments and lunch are provided. Groups are organized into the following time blocks (to be shared later): 6A & 8A, 6B & 7A, 7B & 8B. Goals for 50-minute presentation Briefly discuss your lesson. Engage attendees in one part of the lesson. Share what you learned from implementing it during lesson study including modifications you made or might make for the future. Provide suggestions for what attendees can do in their classrooms/schools. Answer attendees’ questions. 1.5 hours.

Activity: Orange ya glad we’re finding circumference and area? 1.5 hours.

Lesson Study: Goals Overarching goal: Immediate goals: To collaborate in ways that help us improve our mathematics teaching and learning and reflect upon those actions. Immediate goals: Each group will design, enact, reflect upon, and improve one mathematics lesson per semester. This lesson will be taught twice during one day by the same instructor. This is a learning process for everyone: the instructional team, you, and your lesson study group. Be patient, flexible, and open to trying something new.

Lesson Study Planning Work in lesson study teams to plan a lesson for our September 16 session. Think about: What Geometry (G) content standards will be the focus? What SMPs will be the focus of the lesson? What TTLP questions will you focus on? Your group members should agree on 2-3 questions from each part that you will address in this lesson. How will students be assessed? (This doesn’t have to be formal!) Three classrooms. About 1 hour.

Lesson Study: Expectations Lessons should provide outlets for co-teaching and offer rich learning opportunities for ALL learners. The focal task should be a problem, not an exercise that is immediately solved with a previously learned strategy. The problem ought to be complex, open, and have realistic elements. The goal is to promote problem solving, not efficiency with a known procedure. You have approximately 45 minutes for your lesson. Ideas for promoting mathematical student-teacher and student-student discourse should be evident in the lesson. Questions prompting mathematical discussions, including eliciting misconceptions, must be present. Students should be doing mathematics beyond calculating and executing a known (previously learned) procedure.

Lesson Study: Action Plan Frame your lesson using the research question in mind: “How does this lesson support students’ content learning through engagement in the mathematical practices?“ Your lesson study group should agree on at least two questions from each part that you will addressed in this lesson. Note: Your final lesson must be uploaded to the website (or sent to Jessica (jbelche@bgsu.edu) by 11:59pm on Friday, September 11. Lesson should be easy to follow and implement. It should be obvious what TTLP indicators were selected and how evidence related to them will be gathered. This must be found in the lesson.

Lunch

Launch after Lunch Goat on a rope in different scenarios. Geogebra or sketchpad.

Activity: Extending Goat in a Pen A goat is attached with a rope to a stake in the ground. The goat keeps approximately 2123.715 square feet of grass nice and short. A square fence surrounds the goat’s circular eating area such that at times the goat eats the grass at the fence line at exactly four spots. Johnny is in a hot air balloon above the goat. Like any little boy, Johnny wants to drop something from the hot air balloon, however, he knows if he drops his baseball, he will only be able to find it if it lands where the goat has mowed. What is the probability Johnny will find his ball? (Things to think about: 1) We are assuming Johnny will get the ball inside the fence. 2) We are not making assumptions about the hot air balloon placement. The ball has an equally likely chance to land anywhere within the fenced in area.) Goat on a rope in different scenarios. Geogebra or sketchpad.

Activity: Goat in a Pen A farmer has 295.31 feet of fence which he has used to make a circular pen. A goat is tethered to the pen such that he can eat along the fence, all the way around the fence. (Think about it as a track along the fence.) How long must the goat’s rope be so he can eat half of the area of grass inside the circular pen? Goat on a rope in different scenarios. Geogebra or sketchpad.

Activity: Goat on a rope in the city What if the goat is now tethered with a 100 foot rope to the corner of a building. What is the area of the grass the goat can reach? Christy leads. About 1.5 hours.

Reflecting on SMCs and SMPs Share across your table with different SMPs and SMCs addressed by today’s activities. Our focal SMP was SMP 5: Use appropriate tools strategically. Be purposeful indicating what specific behaviors or habits led you to conclude that you engaged in a specific SMP. Similarly, what did the instructor(s) do to encourage/foster/facilitate that SMP? Jonathan leads. About 1 hour.

Take Care Please complete the exit ticket and place it on the parking lot. You may leave personal items in the room (e.g., books, calculators, and notebooks). Please help us keep the room in order by throwing away any trash and tidying your area. Bring snacks, drinks, and/or other food to share! See you tomorrow and travel safely!