8.1 WELCOME TO COMMON CORE HIGH SCHOOL MATHEMATICS LEADERSHIP SCHOOL YEAR SESSION 8 17 DEC 2014 ASSOCIATIONS, PROGRESSIONS, AND DATA (OH MY!)

8.2 TODAY’S AGENDA  Some housekeeping (with Meghan Steinmeyer)  Progressions document: Grades 7 and 8 & the middle grades spectrum  Break  Model lesson, Part 1: (inspired by) engage ny Grade 8, Lessons 13 & 14  Model lesson, Part 2: associating Grade 8 and high school  Closing remarks & For Next Time

8.3 LEARNING INTENTIONS AND SUCCESS CRITERIA We are learning to…  Describe the progression of statistics and probability concepts in Grades 6-8 of CCSSM  Create and interpret two-way tables with categorical data  Make comparisons between categorical data sets  Interpret the Mathematics Teaching Practices in context

8.4 LEARNING INTENTIONS AND SUCCESS CRITERIA We will be successful when we can:  Identify the key statistical ideas in CCSSM Grades 7 and 8 and describe how they relate to work in high school  Calculate conditional probabilities using two-way tables  Compare categorical data sets from two populations  Identify aspects of the eight Mathematics Teaching Practices in the model probability lesson

8.5 ACTIVITY 1 MEGHAN STEINMEYER A FEW ADMINISTRATIVE DETAILS

8.6 ACTIVITY 1 ADMINISTRIVIA  You are now ready to register for the spring course  Undergraduate: CURRINS 580, 2 credits  Graduate: CURRINS 714, 3 credits  Remember, as with the summer, people taking the course for graduate credit will have additional expectations  Coaching sessions: remember that we would like to come see one of your lessons and conduct a coaching debrief  Please identify a window between now and next time so that we can identify coaches and match your schedule up with theirs

8.7 ACTIVITY 1 ADMINISTRIVIA  Check-in evaluation  As a reminder, this project is funded by the Wisconsin Title II(b) teacher quality initiative  We’ll be conducting more formal evaluations at the end of the spring  But we’d like to get some information now on how things are going and what we might be able to do better  Spring sessions  21 Jan, 4 and 18 Feb, 4 Mar* at South Milwaukee High School  22 Apr and 13 May, Homestead High School (Mequon) *Mike and Bridget’s birthdays. Gifts optional.

8.8 ACTIVITY 2 STATISTICS AND PROBABILITY LEARNING PROGRESSIONS GRADES 6-8

8.9 ACTIVITY 2 PROBABILITY AND STATISTICS PROGRESSIONS, GRADE 6-8 For tonight’s class, you read the Grades 7 and 8 portions of the Statistics and Probability Progressions document. Discuss the following with your small group:  How would you summarize the 7 th and 8 th grade themes for middle school teachers?  What important ideas that thread across Grades 6-8 help set up important high school statistical ideas that your class encounters?  What ideas in your class build on or relate to middle school concepts?  What ideas might be new across the middle grades that you can now integrate into your class?

Break

8.11 ACTIVITY 4 SUMMARIZING BIVARIATE CATEGORICAL DATA IN TWO-WAY TABLES ENGAGE NY GRADE 8, LESSONS 13 AND 14

8.12 ACTIVITY 3 BIVARIATE CATEGORICAL DATA IN TWO-WAY TABLES A few contextual notes  This summer, we worked on constructing conditional probabilities using two-way tables and talking about associations (Gr. 11, Lessons 1-3)  You might remember the asthma data and the Milwaukee-Sweden responsibility data  Grade 8 probability ends with construction two-way tables and starts students thinking about association (formalized in Grade 11)  Tonight’s lesson is inspired by engage ny Grade 8, Lessons 13 and 14 but built in a way that draws from our summer experiences and your data  As we teach, consider where you see aspects of the Mathematics Teaching Practices from Principles to Actions

8.13 ACTIVITY 3 BIVARIATE CATEGORICAL DATA IN TWO-WAY TABLES We asked you to have your students fill out a form to collect some data:  Gender  Age  Which would you prefer to be? Happy, Healthy, Rich, Famous  What is the highest level of education you plan to attain? Less than High School, High School, Some College, Undergraduate Degree, Graduate Degree, Other  What is your favorite type of music? Classical, Country, Heavy Metal, Jazz, Pop, Punk Rock, Rap/Hip Hop, Reggae, Rhythm and blues, Rock and roll, Techno/ Electronic, Gospel, Other

8.14 ACTIVITY 3 BIVARIATE CATEGORICAL DATA IN TWO-WAY TABLES  Using the data from the students given to you, construct two-way tables and find conditional probabilities  What patterns do you notice?  How do they compare to the patterns in a group near you?  Are there meaningful associations?

8.15 ACTIVITY 3 BIVARIATE CATEGORICAL DATA IN TWO-WAY TABLES  Now, use the Census at School data and compare the responses to the data that we collected.  What comparisons can we make?  What questions can we explore?  How can we tell if there are associations within the data and differences between the two populations?  Prepare a poster with your small group that explores questions and associations. Level of education/s ex Level of education/s ex Favorite music/sex Favorite music/sex Prefer to be?/sex Prefer to be?/sex Level of education/a ge Level of education/a ge

8.16 ACTIVITY 4 DEBRIEFING THE LESSON

8.17 ACTIVITY 4 DEBRIEFING THE LESSON  What aspects of the Mathematics Teaching Practices did you notice as you worked with us on the lesson?  What warm, cool, and challenging feedback do you have for us about this lesson?

8.18 FOR NEXT TIME  Enjoy your break!  Please complete the steps to register for the course as soon as possible  Let Pam Buhr know if you run into  Identify a coaching window for us to come visit soon

8.19 GROUPS AND ROLES Class MeetingTeaching (Debrief Partners)PlanningCoaching 4A (facilitators)B, C, DE, F, G 5B (facilitators)C, D, EA, F, G 6C (F, G)D, EA, B 7D (A)E, F, GB, C 10E (B, C)F, GD 11F (D, E)None 12G (everyone)None A: Michelle, Allison, Hallie, Brian B: Walter, Molly, Lisa C: Lori, Mark S. D: Phil, Claire E: Mark H, Jenny F: Krista, Lindsay, Melissa G: Heather, Brooke, Alan

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