CCGPS Mathematics Coordinate Algebra Update Webinar Unit 1: Number System Fluency August 9, 2013 James Pratt – Brooke Kline – Secondary Mathematics Specialists Microphone and speakers can be configured by going to: Tools – Audio – Audio setup wizard These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.

What are update webinars? Update on the work of the 2013 Resource Revision Team  Overall revisions  Unit 1 revisions Addressing areas of concern Resources

2013 CA Resource Revision Team

Coordinate Algebra/Acc CA Resource Revision Team Jennifer Greer – Floyd Co. Schools, Floyd Co. Emily Kennedy Hasty – Alpharetta HS, Fulton Co. Dana Ray – Bolden HS, Carroll Co. David Scott – Chamblee Charter HS, Dekalb Co. Rebecca Wing – Charles R. Drew HS, Clayton Co.

Coordinate Algebra/Acc CA Comprehensive Course Overview Located on the 9-12 math section of Designed to provide clarification of CCGPS Mathematics Standards Organized to link together many sources of information pertinent to CCGPS Coordinate Algebra/Accelerated Coordinate Algebra

Begin at Direct Link to Page

Select the CCGPS ELA/Math Tab Direct Link to Page

Select the Mathematics option under Browse CCGPS Direct Link to Page

Select the 9-12 option in the Mathematics section Direct Link to Page

Expand the Coordinate Algebra Course Direct Link to Page

Select the Comprehensive Course Overview Expande Coordinate Algebra Direct Link to Page

Table of Contents Outlines the Major areas of Focus for the Course Fully Interactive when viewed via internet Hover over a section and select to access the section quickly

Flipbooks Bold words will provide access to the Common Core Flipbooks The Flipbooks offer clarification Very Large File (slow loading) Direct link to HS Flipbook

Content Domains Select a Content Domain in the TOC Access an overview of that Domain Access more information on that Domain via active links IN BOLD on each page

Content Domain Flipbook Resources Active links to standard resources

Standard Specific Information Each Standard is Linked to Flipbook information Select the Standard to gain quick access to clarification without having to scroll through multiple pages

Standards for Mathematical Practice Active Links Provided to Videos and Information on the Standards for Mathematical Practice Active Links Provided for EACH Standard for Mathematical Practice

Task Descriptions

Formative Assessment Lessons (FALs)

Other Sections of Interest Unit Descriptions Webinar Information Assessment Resources and Instructional Support Resources Internet Resources Curriculum Map

Areas of Concern

The label on a 16.9 ounce bottle of sports drink indicates that one serving of 8 ounces contains 50 calories. The label also says that the full bottle contains 120 calories. How can you explain the discrepancy (if there is a discrepancy)? Areas of Concern Adapted from Illustrative Mathematics N.Q Calories in a sports drink

The label on a 16.9 ounce bottle of sports drink indicates that one serving of 8 ounces contains 50 calories. The label also says that the full bottle contains 120 calories. How can you explain the discrepancy (if there is a discrepancy)? 50 calories per 8 ounces -> 6.25 calories per ounce (16.9 ounces)(6.25 calories per ounce) = Areas of Concern Adapted from Illustrative Mathematics N.Q Calories in a sports drink

The label on a 16.9 ounce bottle of sports drink indicates that one serving of 8 ounces contains 50 calories. The label also says that the full bottle contains 120 calories. How can you explain the discrepancy (if there is a discrepancy)? 50 calories per 8 ounces → 6.25 calories per ounce (16.9 ounces)(6.25 calories per ounce) = calories per 16.9 ounces → 7.1 calories per ounce Areas of Concern Adapted from Illustrative Mathematics N.Q Calories in a sports drink

You are considering driving an ice cream van during the summer vacation. You make a few inquiries and find that the van costs $600 per week to rent. Each ice cream cone costs 50 cents to make and sells for $1.50. If you drive an average of 180 miles per week, how many ice cream cones would you have to sell just to cover operating expenses? (What expenses do you need to consider?) Areas of Concern Adapted from Illustrative Mathematics N.Q Ice Cream Van

You are considering driving an ice cream van during the summer vacation. You make a few inquiries and find that the van costs $600 per week to rent. Each ice cream cone costs 50 cents to make and sells for $1.50. If you drive an average of 180 miles per week, how many ice cream cones would you have to sell just to cover operating expenses? (What expenses do you need to consider?) Each ice cream cone has a profit of $1.00. Areas of Concern Adapted from Illustrative Mathematics N.Q Ice Cream Van

You are considering driving an ice cream van during the summer vacation. You make a few inquiries and find that the van costs $600 per week to rent. Each ice cream cone costs 50 cents to make and sells for $1.50. If you drive an average of 180 miles per week, how many ice cream cones would you have to sell just to cover operating expenses? (What expenses do you need to consider?) Each ice cream cone has a profit of $1.00. For van rental alone, 600 ice cream cones have to sold per week. Areas of Concern Adapted from Illustrative Mathematics N.Q Ice Cream Van

Areas of Concern Adapted from Illustrative Mathematics N.Q Ice Cream Van Illustrative Mathematics - You are considering driving an ice cream van during the summer vacation. You make a few inquiries and find that the van costs $600 per week to rent. Each ice cream cone costs 50 cents to make and sells for $1.50. If you drive an average of 180 miles per week, how many ice cream cones would you have to sell just to cover operating expenses? (What expenses do you need to consider?) Each ice cream cone has a profit of $1.00. For van rental alone, 600 ice cream cones have to sold per week. Figuring that a van may get about 20 miles per gallon, each week you would use 9 gallons, for an expense of $31.05 ($3.45 per gallon). Resulting in additional 32 ice cream cones needing to be sold.

Assessment July 22, 2013 – State School Superintendent Dr. John Barge and Gov. Nathan Deal announced today that Georgia is withdrawing from the Partnership for Assessment of Readiness for College and Careers (PARCC) test development consortium. Instead, the Georgia Department of Education (GaDOE) will work with educators across the state to create standardized tests aligned to Georgia’s current academic standards in mathematics and English language arts for elementary, middle and high school students. Additionally, Georgia will seek opportunities to collaborate with other states. The press release in its entirety can be found at: Policy/communications/Pages/PressReleaseDetails.aspx?PressView=default&pid=123http:// Policy/communications/Pages/PressReleaseDetails.aspx?PressView=default&pid=123

Assessment As GaDOE begins to build new assessments, please note that our Georgia assessments: will be aligned to the math and English language arts state standards; will be high-quality and rigorous; will be developed for students in grades 3 through 8 and high school; will be reviewed by Georgia teachers; will require less time to administer than the PARCC assessments; will be offered in both computer- and paper-based formats; and will include a variety of item types, such as performance-based and multiple- choice items. The press release in its entirety can be found at: Policy/communications/Pages/PressReleaseDetails.aspx?PressView=default&pid=123http:// Policy/communications/Pages/PressReleaseDetails.aspx?PressView=default&pid=123

Assessment We will continue to work with Georgia educators, as we have in the past, to reconfigure and/or redevelop our state assessments to reflect the instructional focus and expectations inherent in our rigorous state standards in language arts and math. This is not a suspension of the implementation of the CCGPS in language arts and math. ~ Dr. John Barge (excerpt from a letter to state Superintendents from Dr. Barge)

GaDOE Resources  Fall 2011 CCGPS Standards for Mathematical Practices Webinars  Spring 2012 CCGPS Mathematics Professional Learning Sessions on GPB  2012 – 2013 CCGPS Mathematics Unit-by-Unit Webinar Series  Georgia Mathematics Teacher Forums -  CCGPS Mathematics Frameworks and Comprehensive Course Overviews  Mathematics Formative Assessment Lesson Videos - Assessment-Lessons-Videos.aspx Assessment-Lessons-Videos.aspx Resources

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.

CCGPS Resources  SEDL videos - or  Illustrative Mathematics -  Dana Center's CCSS Toolbox -  Common Core Standards -  Tools for the Common Core Standards -  Phil Daro talks about the Common Core Mathematics Standards -  LearnZillion - Assessment Resources  Online Assessment System -  MAP -  Illustrative Mathematics -  CCSS Toolbox: PARCC Prototyping Project -  Smarter Balanced -  PARCC - Resources

Professional Learning Resources  Inside Mathematics-  Annenberg Learner -  Edutopia –  Teaching Channel -  Ontario Ministry of Education -  Achieve - Blogs  Dan Meyer –  Timon Piccini –  Dan Anderson –

Feedback James Pratt – Brooke Kline – Secondary Mathematics Specialists

Thank You! Please visit to share your feedback, ask questions, and share your ideas and resources! Please visit to join the 9-12 Mathematics listserve. Follow on Twitter! 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.