 BE present - silence your phones and put away your lap top until needed  BE positive and respectful  BE engaged and contribute equally

Take a few minutes to introduce yourself to your table group.

 Website – Curriculum  Secondary Education Secondary Education › Grade Levels › NCSCOS › Symbaloo – Web Resources

 PWBAT- Recognize and identify the mathematical practices being used during math activities presented.  PWBAT – Include the mathematical practices in the thoughtful planning of lessons.  PWBAT – Identify the mathematical practices that were used in content activities  PWBAT – Locate and record resources on various websites shown for use by teachers in your grade level.

Mathematically Proficient Students…….

1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics.

5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

Let’s Jigsaw……... TIMER

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8.Look for and express regularity in repeated reasoning.

Sixth Grade Domain The Number System  Apply and extend previous understandings of multiplication and division to divide fractions  Compute fluently with multi-digit numbers and find common factors and multiples  Apply and extend previous understandings of numbers to the system of rational numbers. Expressions and Equations  Apply and extend previous understandings of arithmetic to algebraic expressions.  Reason about and solve one- variable equations and inequalities.  Represent and analyze quantitative relationships between dependent and independent variables. Ratio and Proportional Relationships  Understand ratio concepts and use ratio reasoning to solve problems Geometry  Solve real-world and mathematical problems involving area, surface area, and volume. Statistics and Probability  Develop understanding of statistical variability.  Summarize and describe distribution % 30% 27-32% 30% 12-17% 14% 12-17% 16% 7-12% 10%

Seventh Grade Domain Ratio and Proportional Relationships  Analyze proportional relationships and use them to solve real-world mathematical problems Expressions and Equations  Use properties of operations to generate equivalent expressions  Solve real-life and mathematical problems using numerical and algebraic expressions and equations. Geometry  Draw, construct, and describe geometrical figures and describe the relationships between them.  Solve real-life and mathematical problems involving angle measure, area, surface area, and volume. Statistics and Probability  Use random sampling to draw inferences about a population.  Investigate chance processes and develop, use and evaluate probability models The Number System  Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers % 26% 22-27% 26% 22-27% 24% 12-17% 14% 7-12% 10%

Eighth Grade Domain Expressions and Equations  Work with radicals and integer exponents  Understand the connections between proportional relationships, lines and linear equations.  Analyze and solve linear equations and pairs of simultaneous linear equations. Functions  Use functions to model relationships between quantities  Define, evaluate, and compare functions. Geometry  Understand congruence and similarity using physical models, transparencies, or geometry software. Statistics and Probability  Investigate patterns of association in bivariate data. The Number System  Know that there are numbers that are not rational, and approximate them by rational numbers % 32% 22-27% 24% 20-25% 22% 15-20% 16% 2-7% 6%

Released EOG Test Forms

 Use square root and cube root symbols to represent solutions to equations of the form x² = p and x³ = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational.

 SWBAT understand what it means to square a number, understand a number is not a perfect square, and how to estimate square roots.

 Learning Target: I will understand what it means to be a square number, be a perfect square, and take the square root of a number.  Work in groups to complete the questions # minutes  Be prepared to present the question #asked.  Mini wrap-up

 1. Using the square tiles, make the smallest perfect square you can. › a. How many tiles did you use? › b. What are the dimensions of your square (length and width)?  2. Using more tiles, make the next smallest perfect square you can. › a. How many tiles did you use? › b. What are the dimensions of your square (length and width)?  3. Make the next smallest perfect square you can. › a. How many tiles did you use? › b. What are the dimensions of your square (length and width)?  4. Make the next smallest perfect square you can. › a. How many tiles did you use? › b. What are the dimensions of your square (length and width)?

 5. Using all your given tiles, make the biggest perfect square you can. › a. How many tiles did you use? › b. What are the dimensions of your square (length and width)?  6. What does it mean to square a number?  7. What does it mean for a number to be a perfect square? Can just any number be considered a perfect square, why or why not?  8. What does it mean to take the square root of a number? Think back to your tiled squares, what part of the diagram represents the square root?

A Number that is a Perfect Square Dimensions of the Square (length x width) What is the Square Root of the Perfect Square Number? Example: 11 x x x x x x x x x x Complete the table below by listing all the perfect squares you discovered from least to greatest. 10. What is the algebraic relationship between squaring the number and taking the square root of a number?

Solution to the expression x² Dimensions of a tiled square Square Root of each solution Example: 42 x Complete the following table without a calculator – Estimate the solutions the best you can. Explain how you chose numbers to complete the table above.

 12. Your teacher will be bringing you examples of student responses to question 9. Analyze each table and explain what the students were thinking when they completed the table and if you agree with their method. Choose a table that you feel is the most accurate.  Table A  Table B  Table C

What practices did we use?

 Share contact information with those in your school/feeder district  Take notes on information shared and think about what your contribution could be.  What are your strengths/weaknesses?  Join Dropbox  Plan at least one meeting between now & spring break

1. We are to teach the standards, not programs. Carnegie Learning Text is a tool. Mathia is a tool. Resources found today are tools. 2. ClassScape is a formative assessment piece. It is not intended for grades. Formative Assessment guides our instruction. ClassScape is used to inform us of where to go next. 3. How will your formative assessment guide your instruction? 4. Students should be asked to show their work. 5. Be very mindful & careful of resources found online.

6. Fewer problems with written explanations work well. 7. Vocabulary development is important. It must be taught in context, interactive, not passive. 8. How will you assess your students? Begin with the end in mind. 9. Conceptual vs. Procedural – Remember that once a procedure is taught it can’t be untaught. 10. Teachers need to communicate to students/parents the expectation that students should ‘Comfortably Struggle’.

 Clarifying and sharing learning intentions and criteria for success  Engineering effective discussion, questions, activities, and tasks that elicit evidence of learning  Providing feedback that moves students forward  Activating students as instructional resources for one another  Activating students as owners of their own learning

 WORK the lesson FIRST – do the Math!!  PRIORITIZE – What’s the overall goal? Mark the: › Must Do’s › Should Do’s › Might Do’s  CHUNK – Which pieces of lesson will you chunk for students?  PACE – How long will you give each student to work each chunk?  ASSESS – Which pieces will students share out and how will you know if they have mastered what you wanted?

 ON INDEX CARD COMPLETE: › ONE THING I LEARNED TODAY THAT I CAN USE IN MY CLASSROOM IS______________________ › ONE THING I WOULD LIKE TO LEARN MORE ABOUT IS __________________________________ › ONE QUESTION I STILL HAVE OR NEED HELP WITH IS_____________________________________  Put your name on the exit ticket ONLY if you would like me to contact you for more help!!!

 Analyze and solve pairs of simultaneous linear equations  Prior knowledge needed- › Solve multi-step equations › Familiarity with linear equations in two variables

 SWBAT › Solve systems of two linear equations with a model › Solve systems of linear equations algebraically › Solve real-world problems leading to two linear equations in two variables

 Warm-Up  Introduce Scenario – What information do we know from information  Activity

What practices did we use?