School Year Session 13: April 2, 2014 The Cycle Closes: Modeling with Algebra and Functions 1

Agenda Jigsaw modeling Standards alignment Break Assessment Planning time Homework and closing remarks 2

Learning Intentions & Success Criteria Learning Intentions: We are learning one approach to teaching modeling with functions according to CCHSM expectations Success Criteria: We will be successful when we can explain how the development of modeling concepts in a sequence of lessons is aligned to CCSSM modeling expectations. 3

4 An approximate timeline The Big Picture

Jigsaw Modeling Activity 1: 5 In table groups, work on the assigned lesson from Engage NY. Be prepared to share out some experiences from your lesson with the whole group. Lesson 5: Modeling from a Sequence Lesson 6: Modeling a Context from Data Lesson 7: Modeling a Context from Data Lesson 8: Modeling a Context from a Verbal Description

Standards Alignment Activity 2: 6 As you reflect on the lessons from Engage NY, in what ways do you see the lessons aligning the content conceptual categories (including the modeling conceptual category), and the Standards for Mathematical Practice? (Be specific!)

Break 7

8 Assessment Activity 3: As you think about how the lessons progress, how might the assessment look? What would the rubric include? Comparing your prediction of the assessment and rubric to those in the Engage NY, how did they measure up? What would you change or add?

Learning Intentions & Success Criteria Learning Intentions: We are learning one approach to teaching modeling with functions according to CCHSM expectations Success Criteria: We will be successful when we can explain how the development of modeling concepts in a sequence of lessons is aligned to CCSSM modeling expectations. 9

10 Find someone who is teaching similar content to you, and work as a pair using the Case Story Protocol to provide feedback to the student work/assessment you brought. Case Story Protocol The story-teller shares the story (e.g., brief description of what occurred during the lesson) or classroom artifacts with a small group of colleagues. The group members review the story and/or artifacts and use a recording sheet (a T-chart marked with the headings “noticing” and “wondering”) to make note of what they see in the evidence and the questions it raises for them. (5 minutes) The group members make factual statements in the form of “I noticed…” that draw on the presented evidence and refrain from making evaluative comments or statements of personal preference. The group members make statements in the form of “I’m wondering…” that focus on aspects of instruction that appear to be influencing students’ opportunities to learn (during this time, the story-teller remains quiet, listens, and takes notes on her own “noticing” and “wondering” T-chart). (5 minutes) The story-teller shares his/her perspective on the lesson, and may respond to the “noticing” and “wonderings” of the group, drawing on the notes (s)he recorded during the earlier phases of the process. (5 minutes) Planning Time Activity 4:

11 Homework & Closing Remarks Homework: If you have not already done so, complete your lesson planning, in light of today’s discussion, and teach the modified lessons. Give your final assessment Prepare your portfolio for the showcase presentation and discussion on May 7. Activity 5: