6.1 WELCOME TO COMMON CORE HIGH SCHOOL MATHEMATICS LEADERSHIP SCHOOL YEAR SESSION 6 19 NOV 2014 INCREASING THE PROBABILITY OF PRODUCTIVE STRUGGLE

6.2 TODAY’S AGENDA  Revisiting Sample and Population Mean: A web-based tool  Principles to Actions: Supporting Productive Struggle  Break  Model lesson: engage ny Grade 7, Lesson 22  Lesson Planning (Lesson Debrief for tonight’s teachers)  Closing remarks & For Next Time

6.3 LEARNING INTENTIONS AND SUCCESS CRITERIA We are learning to…  Identify productive struggle in our learning and teaching  Use sample data to decide if two population means differ  Plan, teach, and reflect on a probability and statistics-focused lesson that embodies the Mathematics Teaching Practices

6.4 LEARNING INTENTIONS AND SUCCESS CRITERIA We will be successful when we can:  Describe aspects of productive struggle in our own learning and teaching  Identify teacher actions that can support engaging our students in productive struggle  Express the difference in sample means as a multiple of a measure of variability  Understand that a difference in sample means provides evidence that the population means are different if the difference is larger than what would be expected as a result of sampling variability alone.

6.5 ACTIVITY 1 SAMPLES AND POPULATIONS REVISITED A WEB-BASED TOOL FOR SAMPLE AND POPULATION MEAN

6.6 ACTIVITY 1 SAMPLE MEANS AND POPULATION MEANS Sampling distribution simulator:

6.7 ACTIVITY 2 PRODUCTIVE STRUGGLE PRINCIPLES TO ACTIONS

6.8 ACTIVITY 2 PRINCIPLES TO ACTIONS: PRODUCTIVE STRUGGLE  Briefly discuss the following with your group:  What does productive struggle look like?  Describe some examples of productive struggle from your own experience.  What makes struggle unproductive?

6.9 ACTIVITY 2 PRINCIPLES TO ACTIONS: PRODUCTIVE STRUGGLE  For this week, we asked you each to bring an example of productive struggle and unproductive struggle from your classrooms.  Use the template provided to briefly describe instances of productive struggle. Include the following:  What does productive struggle look like in the classroom?  As a teacher, what actions can we take (before, during, and after teaching) to support engaging students in productive struggle?

Break

6.11 ACTIVITY 3 USING SAMPLE DATA TO COMPARE POPULATION MEANS ENGAGE NY GRADE 7, LESSON 18

6.12 ACTIVITY 4 PLANNING, COACHING, AND DEBRIEFING

6.13 GROUPS AND ROLES Class MeetingTeaching (Debrief Partners)PlanningCoaching 4A (facilitators)B, C, DE, F, G 5B (facilitators)C, D, EA, F, G 6 (today)C (F, G)D, EA, B 7D (A)E, F, GB, C 10E (B, C)F, GD 11F (D, E)None 12G (everyone)None A: Michelle, Allison, Hallie, Brian B: Walter, Molly, Lisa C: Lori, Mark S. D: Phil, Claire E: Mark H, Jenny F: Krista, Lindsay, Melissa G: Heather, Brooke, Alan

6.14 FOR NEXT TIME  Read the Overview to the Grades 6-8 Probability and Statistics progression document and the Grade 6 progression.  Complete the Problem Sets for Grade 7, Lesson 22 Please bring your completed problem sets and reflections to Class 8, two sessions from now – Bring your Grade 8 book next time please!  Bring a small (representative) set of student work to class from a task that engaged students in productive struggle. Be prepared to discuss what the productive struggle looked like, what you did to support it, and how that struggle resulted in student learning via the student work.