CCGPS Mathematics Unit-by-Unit Grade Level Webinar 7 th Grade Unit 4: Statistics October 4, 2012 Session will be begin at 8:00 am While you are waiting, please do the following: Configure your microphone and speakers by going to: Tools – Audio – Audio setup wizard Document downloads: When you are prompted to download a document, please choose or create the folder to which the document should be saved, so that you may retrieve it later.

CCGPS Mathematics Unit-by-Unit Grade Level Webinar 7 th Grade Unit 4: Statistics October 2, 2012 James Pratt – Brooke Kline – Secondary Mathematics Specialists These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.

Expectations and clearing up confusion This webinar focuses on CCGPS content specific to Unit 4, 7 th Grade. For information about CCGPS across a single grade span, please access the list of recorded GPB sessions on Georgiastandards.org. For information on the Standards for Mathematical Practice, please access the list of recorded Blackboard sessions from Fall 2011 on GeorgiaStandards.org. CCGPS is taught and assessed from and beyond. A list of resources will be provided at the end of this webinar and these documents are posted in the 6-8 wiki.

Expectations and clearing up confusion The intent of this webinar is to bring awareness to:  the types of tasks that are contained within the unit.  your conceptual understanding of the mathematics in this unit.  approaches to the tasks which provide deeper learning situations for your students. We will not be working through each task during this webinar.

Welcome! Thank you for taking the time to join us in this discussion of Unit 4. At the end of today’s session you should have at least 3 takeaways:  the big idea of Unit 4  something to think about…some food for thought  how might I support student problem solving?  what is my conceptual understanding of the material in this unit?  a list of resources and support available for CCGPS mathematics

Welcome! Please provide feedback at the end of today’s session.  Feedback helps us become better teachers and learners.  Feedback helps as we develop the remaining unit-by-unit webinars.  Please visit to share your feedback.. After reviewing the remaining units, please contact us with content area focus/format suggestions for future webinars. James Pratt – Brooke Kline – Secondary Mathematics Specialists

Misconception?

Welcome! For today’s session have you:  read the mathematics CCGPS?  read the unit and worked through the tasks in the unit?  downloaded and saved the documents from this session? Ask questions and share resources/ideas for the common good. Bookmark and become active in the 6-8 wiki. If you are still wondering what a wiki is, we will discuss this near the end of the session.

Misconception?

What do we do with mistakes and misconceptions? Avoid them whenever possible? "If I warn learners about the misconceptions as I teach, they are less likely to happen. Prevention is better than cure.” Use them as learning opportunities? "I actively encourage learners to make mistakes and to learn from them.”

Diagnostic teaching. Source: Swann, M : Gaining diagnostic teaching skills: helping students learn from mistakes and misconceptions, Shell Centre publications “ Traditionally, the teacher with the textbook explains and demonstrates, while the students imitate; if the student makes mistakes the teacher explains again. This procedure is not effective in preventing... misconceptions or in removing [them]. Diagnostic teaching..... depends on the student taking much more responsibility for their own understanding, being willing and able to articulate their own lines of thought and to discuss them in the classroom”.

Activate your Brain Jane collected some red and yellow roses. She measured the lengths of their stems, and drew the following box plots. Which color rose would you buy for a 40 cm tall vase? Why? Adapted from Mathematics Assessment Project

Misconceptions It is important to realize that inevitably students will develop misconceptions… Askew and Wiliam 1995; Leinwand, 2010; NCTM, 1995; Shulman, 1996

Misconception

Misconceptions Therefore it is important to have strategies for identifying, remedying, as well as for avoiding misconceptions. Leinwand, 2010; Swan 2001; NBPTS, 1998; NCTM, 1995; Shulman, 1986;

Importance of Dealing with Misconceptions 1) Teaching is more effective when misconceptions are identified, challenged, and ameliorated. 2) Pupils face internal cognitive distress when some external idea, process, or rule conflicts with their existing mental schema. 3) Research evidence suggests that the resolutions of these cognitive conflicts through discussion leads to effective learning.

Some principles to consider Encourage learners to explore misconceptions through discussion. Focus discussion on known difficulties and challenging questions. Encourage a variety of viewpoints and interpretations to emerge. Ask questions that create a tension or ‘cognitive conflict' that needs to be resolved. Provide meaningful feedback. Provide opportunities for developing new ideas and concepts, and for consolidation.

Activate your Brain Jane collected some red and yellow roses. She measured the lengths of their stems, and drew the following box plots. Which color rose would you buy for a 40 cm tall vase? Why? Adapted from Mathematics Assessment Project

Misconception I would buy the yellow rose because the median length of a yellow rose is closer to 40 cm than that of the median length of a red rose. Which color rose would you buy for a 40 cm tall vase? Why?

Misconception I would buy the yellow rose because the box for the yellow rose is bigger than the box for the red rose. Which color rose would you buy for a 40 cm tall vase? Why?

Activate I would buy the red rose because almost all of the red roses have a length greater than 40 cm. In comparison, only half (approximately) of the yellow roses have a length greater than 40 cm. Which color rose would you buy for a 40 cm tall vase? Why?

What’s the big idea? Overview Key Standards Enduring Understandings Essential Questions Strategies for Teaching & Learning

What’s the big idea? Develop an understanding of the importance of random samples to inferences. Develop an understanding of inferences between a sample and population. Develop an understanding of inferences between two populations. Deepen the understanding of displaying and summarizing numerical data.

What’s the big idea? Standards for Mathematical Practice Education Week’s Blog > EdTech Researcher – Justin Reich Dan Meyer Blog – Dan Meyer MTT2K Grand Prize Winning Video – What if Khan Academy was Made in Japan? khan_academy_was_made_in_japan_mtt2k_grand_prize.html?utm_ source=twitterfeed&utm_medium=twitter khan_academy_was_made_in_japan_mtt2k_grand_prize.html?utm_ source=twitterfeed&utm_medium=twitter

What’s the big idea? Standards for Mathematical Practice Education Week Webinar – Math Practices and the Common Core

Basic Understandings for Teachers Teacher Misconception : As long as students are getting the correct answers, the students are understanding the material. Phil Daro on “Answer Getting” -

Questions that arose

Coherence and Focus – Unit 4 Education Week Webinar – Jason Zimba, lead writer of the CCSM

Coherence and Focus – Unit 4 What are students coming with? What foundation is being built? Where does this understanding lead students? Concepts and Skills to Maintain Enduring Understandings Evidence of Learning

Coherence and Focus – Unit 4 View across grade bands K-6 th  Display data with bar graphs and line plots  Summarize numerical data 8 th -12 th  Investigate patterns of association  Fit functions to data  Probability models  Use standard deviation

Misconception xkcd.com

Examples & Explanations Develop a system to estimate the mean area of the 48 lower states. Adapted from Illustrative Mathematics: 7.SP Estimate the Mean State Area

Examples & Explanations Develop a system to estimate the mean area of the 48 lower states. Select 5 states representative of the 48 states

Examples & Explanations Develop a system to estimate the mean area of the 48 lower states. Select 5 states representative of the 48 states Use a random number generator to select 5 states

Examples & Explanations Develop a system to estimate the mean area of the 48 lower states. Select 5 states representative of the 48 states Use a random number generator to select 5 states Select 10 states representative of the 48 states

Examples & Explanations Develop a system to estimate the mean area of the 48 lower states. Select 5 states representative of the 48 states Use a random number generator to select 5 states Select 10 states representative of the 48 states Use a random number generator to select 10 states

Examples & Explanations Develop a system to estimate the mean area of the 48 lower states. Calculate several means for each sampling type Create dot plots for each sampling type Compare dot plots

Examples & Explanations Develop a system to estimate the mean area of the 48 lower states.

Examples & Explanations How many yellow starbursts would be in a group of 500,000 starbursts? The Starburst company makes about 60 million candies a day, how many are yellow? Adapted from Dan Meyer’s Blog: Yellow Starbursts 7.SP.2

Examples & Explanations How many yellow starbursts would be in a group of 500,000 starbursts? The Starburst company makes about 60 million candies a day, how many are yellow? What information do we need to know to answer the question? What assumptions must you make?

Examples & Explanations

Examples & Explanations How many yellow starbursts would be in a group of 500,000 starbursts? 500,000(.28) = 140,000 The Starburst company makes about 60 million candies a day, how many are yellow? 60,000,000(.28) = 16,800,000

Examples & Explanations The graph shows the highest average temperatures for each month of the year for one place in Washington and one place in California.

Examples & Explanations The graph shows the highest average temperatures for each month of the year for one place in Washington and one place in California. Write two statements about what is the same and what is different in the two sets of temperatures.

Examples & Explanations The graph shows the highest average temperatures for each month of the year for one place in Washington and one place in California. Write two statements about what is the same and what is different in the two sets of temperatures. The temperatures are cooler in Washington than in California by about 10 degrees. The temperatures increase and decrease though the year. Both temperatures significantly rise around June/July. Washington has a slow increase and temperature while California has a steeper increase. California has a mean of about 79 degrees and median about 80 degrees. Washington has a mean of about 57 degrees and median about 56 degrees.

Misconception

Assessment How might it look? Mathematics Assessment Project - Illustrative Mathematics Dana Center’s CCSS Toolbox: PARCC Prototype Project PARCC - Online Assessment System - Instruction-and-Assessment/Assessment/Pages/OAS.aspx Instruction-and-Assessment/Assessment/Pages/OAS.aspx

Assessment

Suggestions for getting started: Read the unit and work through the tasks with your colleagues. The only way to gain deep understanding is to work through each task. Make note of where, when, and what the big ideas are. Discuss the focus and coherence of the unit. Make note of where, when, and what the pitfalls might be. Look for additional tools/ideas you want to use. Determine any changes which might need to be made to make this work for your students. Share, ask, and collaborate on the wiki.

Resource List The following list is provided as a sample of available resources and is for informational purposes only. It is your responsibility to investigate them to determine their value and appropriateness for your district. GaDOE does not endorse or recommend the purchase of or use of any particular resource.

What is a Wiki?

Resources Common Core Resources  SEDL videos - or  Illustrative Mathematics -  Dana Center's CCSS Toolbox -  Arizona DOE -  Ohio DOE - ationID= ationID=1704  Common Core Standards -  Tools for the Common Core Standards -  Phil Daro talks about the Common Core Mathematics Standards Books  Van DeWalle and Lovin, Teaching Student-Centered Mathematics, 6-8

Resources Professional Learning Resources  Inside Mathematics-  Annenberg Learner -  Edutopia –  Teaching Channel - Assessment Resources  MAP -  CCSS Toolbox: PARCC Prototyping Project -  PARCC - Blogs  Dan Meyer –  Timon Piccini –  Dan Anderson –

Resources Dana Center’s CCSS Toolbox - PARCC Prototyping Project 

Resources Dan Meyer’s Three-Act Math Tasks  M2YWxWYVM1UWowTEE M2YWxWYVM1UWowTEE

Resources Learnzillion.com Review Common Mistakes Core Lesson Guided Practice Extension Activities Quick Quiz

Thank You! Please visit to share your feedback, ask questions, and share your ideas and resources! Please visit to join the 6-8 Mathematics listserve. Brooke Kline Program Specialist (6 ‐ 12) James Pratt Program Specialist (6-12) These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.