Quarter III 8th Grade Mathematics Content Overview December 8, 2010 School Reform Team 4 Crystal Cuby Richardson

Session Norms Respect the value of each individual’s contribution Reframe from sidebars Share the air Honor time limits Participate and take ownership No cell phones or checking Parking Lot

Session Goals Content Goals Provide an overview of Quarter 3 Mathematics standards and elements. Identify common misconceptions using SRT-4 Common Assessment Data Pedagogy Goals Share and model Activating, Summarizing, and other formative assessment strategies to incorporate into daily practice. Engage in GPS Task and activities through Stations, Menus and Choice Boards.

Agenda – 8 th Grade Q3 Part I: Data Talks Part II: Unit 5 Standards & Elements Review Standards-Based Lesson Lesson Design Part III: Session Summary Questions Evaluation

8 th CRCT 2010 Domain

8 th Grade 2010 Fall Benchmark

8 th Grade Content Weights

Common Assessment Data Talks

Unit 5: Key Standards M8A3. Students will understand relations and linear functions. Recognize functions in a variety of representations and a variety of contexts. Identify relations and functions as linear or nonlinear. Translate among verbal, tabular, graphic, and algebraic representations of functions.

Unit 5: Key Standards M8A4. Students will graph and analyze graphs of linear equations and inequalities. Interpret slope as a rate of change. Determine the meaning of the slope and y-intercept in a given situation. Graph equations of the form y = mx + b. Graph equations of the form ax + by = c. Graph the solution set of a linear inequality, identifying whether the solution set is an open or a closed half-plane. Determine the equation of a line given a graph, numerical information that defines the line or a context involving a linear relationship. Solve problems involving linear relationships.

Unit 5: Key Standards M8D4. Students will organize, interpret, and make inferences from statistical data. Gather data that can be modeled with a linear function. Estimate and determine a line of best fit from a scatter plot.

Standards & Elements Overview M8A3 M8A4 M8D4

Unit 5: Slippery Slope Model Lesson EQ: How can the properties of lines help me to understand graphing linear functions? How is a linear inequality like a linear equation? How are they different? Objective: I can develop solution sets for linear inequalities.

Warm- Up: Read the question below: Mrs. Lopez bought gas at four different stations last month. The graph shows the number of gallons she bought and the total she paid at each station. Part 1: From looking at the graph, Jasmine says she can tell how the price of gas at station X compares to station Y, but Darius says this is not possible. Who is correct and why? Part 2: Can a comparison be made between gas at station X and Z? If so, what is the comparison. If not, why not?

Unit 5: Slippery Slope Vocabulary Review Using the cards at your table match the term with the definition and/or picture.

Pre-Assessment Mrs. Ryan’s homeroom decided to sell baked goods in order to help raise money to buy winter coats for homeless children. The graph below compares the amount of money raised to the number of hours selling the baked goods. 1.At what rate did the students raise money? 2.I can determine the equation of this line. (Y/N) What is it? 3.Imagine this line is the boundary between making enough cookies to buy the coats or not. Where on the coordinate plane would indicate that you have made enough money for your purchase? Please describe.

Mini Lesson Shade It!Shade It Promethean Lesson –Sample 1Sample 1 –Sample 2Sample 2

Work Period: Stations Graphing Review GPS Task –Cholesterol – Good or Bad? –What would the graph look like? Misconceptions

Station 1: Graphing Review Complete the graphing activities on the computer at the Promethean board. 1.Graphing Linear Equation Video (slope – intercept and intercept-intercept)Graphing Linear Equation Video 1.Slope – intercept onlySlope – intercept only 2.Graphing TutorialGraphing Tutorial 3.Graphing GameGraphing Game 3. Graphing Inequality Overview VideoGraphing Inequality Overview Video

Station 2: GPS Task (Pick One) Choose to complete either: – Individual or Pair: Cholesterol – Good or Bad? –Small group: What Would the Graph Look Like?

Station 3: Misconception Session Complete the exercises at the misconception station. You will need to correct and justify the results of each wrong answer.

Closing: Exit Ticket 1. What is the equation of the line shown? 2. If the line shown is the boundary between making a profit or not at the school fair, shade the half-plane region that would indicate success of the fair. Why did you shade this region? 3. How is graphing linear inequality different from graphing a linear equation?

Your Turn: Design a Lesson Choose a GPS task: 1. Staircases or Crossing the River 2. Complete the task using the appropriate resources (manipulatives) 3. Outline the necessary skills to complete the task. (What will students need to know to complete this – how can I differentiate this task) 4. Create a lesson using one of these tasks

Opening Activating Strategies Example: Anticipation Guide, I Have… Who Has…., Two Minute Talks, KWL, First Word, etc.. ies%20for%20Acquistion%20Lessons.pdfhttp:// ies%20for%20Acquistion%20Lessons.pdf _Reading_And_Writing.pdfhttp:// _Reading_And_Writing.pdf Consider –Videos –Promethean Lessons –Interactive Activities

Work Period Consider Including: 1) Stations, Menus and Choice Boards as an instructional focus. 2) GPS Task 3)Multiple Representations 4)Misconception 5)Real Word Connection 6)Cognitive Strategies (Cubing, 3x3 Vocabulary, etc…)

Closing s.htmhttp:// s.htm rategies/index.shtmhttp:// rategies/index.shtm s.pdfhttp:// s.pdf Consider modeling the closing with the following components: 1.) Review of learning goals and standards and elements 2.) Summarizing Activity or Formative Assessment Strategy, see links below. (Consider strategies like ABC Summary, Think-Pair Share, Learning Frames, Mini Multiple Choice Assessment, L of KWL, etc…)

Comic Relief #

Standards & Elements Overview Consider Using Parent Letter (or) Concept Map

Warm- Up Misconception from Pre-Assessment Prior Knowledge Questions

Opening Formative Assessment Strategies forks.k12.nd.us/education/components/docmgr/default.php?sectiondetailid=133 81&PHPSESSID=f e7b5a55eff0dc35e4fb1ff5 1)I Can Statements 2)Look at the Standards & Elements. Develop formative assessment statements to give students a preview, check for understanding during the lesson, and help assess students at the close of the lesson. 1)“I can….. 2)“I can….

Closing Revisiting “I Can” Learning Goals. What makes an effective closure? (Discussion & Activity) –Create a closing for the lesson just completed. –Your goal is to identify, develop or create a strategy that will provide you clear information on who got it and who didn’t.

Work Period Consider including: 1) Stations, Menus and Choice Boards as an instructional focus. 2) GPS Task 3)Multiple Representations (Algebraic, Written, Graphs, Tables & Charts, Manipulatives) 4)Misconception 5)Real Word Connection 6)Cognitive Strategies (Cubing, 3x3 Vocabulary, etc…)

Stations Reflection Sheet In my Station I saw…. Y N Station

Strategy Map Q3 Grade 8: Slippery Slope StrategyYN Description/ Planning/ Planning Parent Letter Activating Strategy: Vocabulary Development (I Have…. Who Has…Matching) Activating Strategy: Video, Promethean Lesson Differentiation: Stations I Can Statements Gallery Walk Would I use this strategy again? Session Summary Activity

Q & A Evaluations

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