Grade 7 Pre-Algebra Extended Session April 26, :30-11:00 Room 606

Welcome & Introductions

Outcomes Participants will: Understand implementation plan for transitioning to Common Core curriculum. Engage in tasks and activities that will be part of Grade 7 Pre-Algebra curriculum next year. Explore curricular resources webpage designed to support teachers through transition Learn about professional development opportunities to support teachers with new content

Standards for Mathematical Practices Writing Standards Beginning implementation of Common Core instruction Full MCCSC Implementation New Teacher and Principal Evaluation Instruments PARCC Assessment Field Testing Full PARCC Assessment Implementation

5 PARCC Timeline SY Development begins SY First year pilot/field testing and related research and data collection SY Second year pilot/field testing and related research and data collection SY Full administration of PARCC assessments SY Launch and design phase Summer 2015 Set achievement levels, including college-ready performance levels

End-of-Year Assessment Innovative, computer- based items Performance-Based Assessment (PBA) Extended tasks Applications of concepts and skills Summative assessment for accountability Formative assessment Diagnostic Assessment Early indicator of student knowledge and skills to inform instruction, supports, and PD Speaking and Listening Flexible Mid-Year Assessment Performance-based Emphasis on hard-to- measure standards Potentially summative Refinements to the PARCC Assessment Design English Language Arts/Literacy and Mathematics, Grades 3-11

Understanding the Transition to Common Core Teams of Howard County Math Teachers, ITLs, and MISTs developed the transition plan: Examined cohorts of students Examined what pre-requisite skills would be necessary to be successful for each Common Core course Examined what skills students have currently obtained Determined how best to fill in gaps to meet needs Organized information into the transition plan

What will Grade 7 Pre- Algebra look like in ? In , students will be receiving a blend of Common Core 7 and Common Core 8 curriculum. Some gaps will exist, so there will be notes about blending with Maryland curriculum and other standards/objectives to teach to depth. Grade 7 Pre-Algebra looks different than Grade 8 Pre- Algebra and Grade 6 GT.

Essentials Units organized by domain Structure of Common Core Purple bold notes regarding content for

Activity 1: Let’s Paint Image source: envy/ envy/

Activity 1: Let’s Paint Your parents have asked you and your older brother to paint the office and the upstairs bedroom. Yesterday you and your brother each painted a 12 ft x 15 ft wall in the office. It took you one hour to paint the wall and it took your brother 40 minutes to paint the same size wall. Today you and your brother will need to finish painting the office and upstairs bedroom. If you and your brother work together, how long will it take to finish painting both rooms?

Activity 1: Let’s Paint

Extension Question: Your brother has to attend basketball practice this morning, so he will be one hour late to begin. If you start now and your brother joins you in two hours, how long will it take to paint the two rooms?

Activity 1 Debrief Share your design with other groups. What mathematical concepts & skills were necessary to complete the task? Look at the Expressions and Equations unit—when might a task like this be introduced?

Examining the Grade 7 & 8 Crosswalks What is a crosswalk document? How should it be used? What does the crosswalk mean for Grade 7 Pre- Algebra?

Short Break

Mini-Lesson: Proportional Relationships & Algebra How would you describe a proportional relationship… with words? with a model? with a table? with an equation? with a graph?

Mini-Lesson: Proportional Relationships & Algebra Draw a set of 3 rectangles that have a proportional relationship. Make sure to label the lengths and widths of each rectangle.

Mini-Lesson: Proportional Relationships & Algebra Now create a table of values comparing length to width. From this table, sketch a graph and generate an equation to describe this relationship. Compare your graphs and equations with others. What are the commonalities?

Activity 2: Baseball Shop A baseball souvenir shop is offering the following packages for signed baseballs, hats, and bats: If the baseball shop sells each item individually, what is the cost of each item?

Activity 2 Debrief Share your solutions with other groups. What mathematical concepts & skills were necessary to complete the task? Look at the Expressions and Equations unit—when might a task like this be introduced?

Where do I find resources? We have developed websites to help support you as you teach these transition courses. You do not need to join as a member or input any passwords to access the resources!! The main page to visit: t/ t/

Next Steps Spring 2012: Lessons/tasks/resources will continue to be developed Summer 2012: Teams will continue to develop resources for courses and Math Seminars Summer 2012: A variety of CPD courses will be offered for math teachers and special educators Fall 2012: Some CPD courses will be offered for math teachers and special educators

Summer CPD Offerings All courses will run weekdays from 8 a.m. to 1 p.m. Ratios & Proportional Relationships (1 CPD credit) – June 13-June 15 Number System/Fractions (2 CPD credits) – June 18-June 22 Geometry (1 CPD credit) – June 26-June 28 Statistics & Probability (2 CPD credits) – July 9- July 13

Summer CPD Offerings All courses will run weekdays from 8 a.m. to 1 p.m. Expressions & Equations (2 CPD credits) – July 23-July 27 Functions (1 CPD credit) – July 30-August 1 Teaching Math Seminar (3 CPD credits) – August 1- August 8

Questions?

THANK YOU!!!