Common Core High School Mathematics: Transforming Instructional Practice for a New Era 1.1

Agenda Introductions and administrative details MKT Assessment CCSSM background On the rebound Reading MP1 and MP2 Break Selling Shoes Reading A-CED.1-4 and A-SSE.1 Homework and closing remarks 1.2

Welcome Where do you teach? What do you teach? How long have you been teaching? What is your experience/background with the CCSSM? What do you hope to learn about the CCSSM from this project? 1.3

Professional Norms for Our Work Start on Time  End on Time Name Tags Attention signal Raise hand!! No sidebar conversations... Food Snack sign up Lunch $$$ Silence cell phones. No texting or Wi-Fi. Breaks Restrooms Common Core Leadership in Mathematics (CCLM), Milwaukee Project 1.4

Learning Intentions & Success Criteria Learning Intentions: We are learning to deepen our understanding of the Common Core State Standards and the implications for teaching and learning mathematics. Success Criteria: We will be successful when we can describe how the content standards and math practice standards are evident in the implementation of a mathematical task. 1.5

1.6 CCSSM Background Activity 1:

Focus: Unifying themes and guidance on “ways of knowing” the mathematics. Coherence: Progressions based on mathematics and student learning. Understanding: Deep, genuine understanding of mathematics and ability to use that knowledge in real-world situations. CCSSM Design Principles Image: MPES Conference 2011/D. Huinker 1.7

Make sense of problems & persevere in solving them Reason abstractly & quantitatively Construct viable arguments & critique the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for & make use of structure Look for & express regularity in repeated reasoning K–8 Standards by Grade Level High School Standards by Conceptual Categories ________________________ – Domains – Clusters – Standards Standards for Mathematical Practice Standards for Mathematics Content CCSSM New Structure & New Terminology 1.8

Standards for Mathematical Practice 1. Make sense of problems and persevere in solving them. 6. Attend to precision. 2.Reason abstractly and quantitatively. 3.Construct viable arguments and critique the reasoning of others. 4.Model with mathematics. 5.Use appropriate tools strategically. 7.Look for and make use of structure. 8.Look for and express regularity in repeated reasoning. Reasoning and Explaining Modeling and Using Tools Seeing Structure and Generalizing William McCallum, The University of Arizona 1.9

William McCallum, The University of Arizona K-8 Domains & HS Conceptual Categories 1.10

CCSSM: Wisconsin Adopted CCSSM on June 2, 2010 Governing member of the Smarter Balanced Assessment Consortium (SBAC), with assessments to be rolled out in the school year 1.11

CCSSM: Sample Assessments SBAC website Partnership for Assessment of Readiness for College and Career (PARCC) website Illustrative Mathematics

1.13 On the Rebound In small groups, conduct several trials where you drop a ball from a known initial height, and measure the rebound height. For each ball, collect at least 5 pieces of data, with 5 different initial heights, and record your results as ordered pairs (Initial height, Rebound height). Plot your results on grid paper. Activity 2:

1.14 On the Rebound For each of the balls you used, create an equation that predicts the rebound height for any given initial height. For each ball, suppose that it is dropped from an initial height of 2 meters. How high does your equation predict will it rebound on the first bounce? How could you use your equation to predict the rebound height on the 4 th bounce? Check your predictions for the 4 th bounce by dropping each ball. Activity 2:

1.15 Reading MP1 and MP2 Read the Standard for Mathematical Practice. MP1. Make sense of problems and persevere in solving them. Turn and talk: how did you see this practice standard in the activity you have just completed? Activity 3:

1.16 Reading MP1 and MP2 Read the Standard for Mathematical Practice. MP2. Reason abstractly and quantitatively. Turn and talk: how did you see this practice standard in the activity you have just completed? Activity 3:

Break 1.13

1.18 Selling Shoes Your poster should show the relation between the length of shoelace and the number of lace holes in words, a table, a graph, and a rule. Activity 4: Imagine that you have a summer job selling shoes, and your manager (recognizing your mathematical ability) asks you to design a poster that will tell a salesperson what length of shoelace to select, for shoes with up to 15 pairs of lace holes.

1.19 Selling Shoes How did you see MP1 and MP2 in this activity? MP1. Make sense of problems and persevere in solving them. MP2. Reason abstractly and quantitatively. Activity 4:

1.20 Reading A-CED.1-4 and A-SSE.1 Reading A-CED.1-4 and A-SSE.1 Read these content standards from the Algebra conceptual category. Turn and Talk: How did you see these content standards in the activity you have just completed? S-ID. Summarize, represent, and interpret data on two categorical and quantitative variables. Activity 5:

Learning Intentions & Success Criteria Learning Intentions: We are learning to deepen our understanding of the Common Core State Standards and the implications for teaching and learning mathematics. Success Criteria: We will be successful when we can describe how the content standards and math practice standards are evident in the implementation of a mathematical task. 1.21

1.22 Homework & Closing Remarks Homework (to be included in journal): Day 1 Math Task: Bernardo and Sylvia play a game Day 1 Class Reflection Activity 6: