CCGPS Mathematics 7 th Grade Update Webinar Unit 4: Inferences November 8, 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 4 revisions Addressing areas which teachers have found to be more challenging Resources

th Grade Resource Revision Team Tiffany Evans Whitfield Co. Amanda Wilhelm Cherokee Co. McKendree Ramsell Barrow Co. Leigh Kitchens Henry Co. Elizabeth Oliver Okefenokee RESA

Unit 4: Inferences 7th Grade Mathematics

7 th Grade Comprehensive Course Overview Located on the 6-8 math section of Designed to provide clarification of CCGPS Mathematics Standards Organized to link together many sources of information pertinent to CCGPS 7 th Grade Standards The Comprehensive Course Overviews in grades 6-8 are similar to “Grade Level Overviews” in K-5. They have been created for Coordinate Algebra and Analytic Geometry as well, making them a great tool for vertical alignment.

7 th Grade Comprehensive Course Overview Please Be Aware – The Comprehensive Course Overview was updated recently to correct some minor errors regarding formatting

Begin at

Select the CCGPS ELA/Math Tab Direct Link to Page

Select the Mathematics option under Browse CCGPS

Select the 6-8 option in the Mathematics section

Expand the 7th Grade Course

Select the Comprehensive Course Overview Expande Coordinate Algebra

Sections of Interest Critical areas of focus for the course Flipbook Links for each 7 th Grade CCGPS Standard Formative Assessment Lesson Information Unit Descriptions: Overview 7 th Grade Curriculum Map Additional Resource Links and Instructional Support

Formative Assessment Lessons

6-8 CCGPS Wikispace

Rationale for Unit 4 Revisions Prior to RevisionsAfter Revisions The introductory segment was too lengthy and not “teacher- friendly”; could not be consumed efficiently, so many teachers would skip this section. Differentiation suggestions have been incorporated for both enrichment and remediation Some standards were overrepresented by multiple tasks while other standards had no aligned task. Some tasks were removed or heavily edited in order to increase rigor and clarity while others were created. Many of the student versions of tasks needed more clarity in directions and more structure to help guide student responses. Links and explanations for Formative Assessment Lessons and Short Cycle Tasks provided by Shell Centre.

Purpose of the Tasks Provide Opportunities for Problem-Based Learning – Examples: Check out Dan Meyer, Robert Kaplinksy’s websites Provide several entry points to the standards. Teachers should review all tasks in a given unit to determine which tasks would be appropriate for their students. Tasks can be adapted to fit the needs or your classroom. Most standards are covered by various tasks.

Task Table Notes

Unit 4 Tasks The Unit 4 Tasks Primarily Address: – Understanding and applying the principles of sample space and population in order to support valid inferences – Using data to draw inferences and make generalizations about a population – Use measures of center and variability to compare two populations

Specific Task Comments and Explanations

MARS Formative Assessment Lessons (FALs)

Just A Friendly Reminder… The Unit 4 Frameworks are meant to be seen as GUIDELINES – Teachers should “pick and choose” from the framework tasks and resources to ensure that their students can be successful. – Don’t forget the hyperlinks for FALS and Short Cycle Tasks. – It is not feasible nor expected to complete all of the assigned tasks within an academic year. – The order in which the tasks are incorporated into a classroom is up to the discretion of the teacher.

In a poll of Mr. Brigg’s math class, 67% of the students say that math is their favorite academic subject. The editor of the school paper is in the class, and he wants to write an article for the paper saying that math is the most popular subject at the school. Unit 4 Challenges Adapted from Illustrative Mathematics 7.SP Mr. Brigg’s Class Likes Math

In a poll of Mr. Brigg’s math class, 67% of the students say that math is their favorite academic subject. The editor of the school paper is in the class, and he wants to write an article for the paper saying that math is the most popular subject at the school. Is this a valid conclusion? If not, suggest a way to gather better data to determine what subject is most popular. Unit 4 Challenges Adapted from Illustrative Mathematics 7.SP Mr. Brigg’s Class Likes Math

In a poll of Mr. Brigg’s math class, 67% of the students say that math is their favorite academic subject. The editor of the school paper is in the class, and he wants to write an article for the paper saying that math is the most popular subject at the school. The conclusion is not valid, Mr. Brigg’s class may not be representative of the population of the school. Unit 4 Challenges Adapted from Illustrative Mathematics 7.SP Mr. Brigg’s Class Likes Math

In a poll of Mr. Brigg’s math class, 67% of the students say that math is their favorite academic subject. The editor of the school paper is in the class, and he wants to write an article for the paper saying that math is the most popular subject at the school. A better way to gather data would be to take a random sample of 25 students from all students at the school, so that it would be more representative of the population of interest. Unit 4 Challenges Adapted from Illustrative Mathematics 7.SP Mr. Brigg’s Class Likes Math

Schools from the Football Bowl Subdivision (FBS, formerly known as Division 1-A) are typically much larger schools than schools of any other division in terms of enrollment and revenue. "Division III" is a division of schools with typically smaller enrollment and resources. One particular position on a football team is called "offensive lineman," and it is generally believed that the offensive linemen of FBS schools are heavier on average than the offensive linemen of Division III schools. Unit 4 Challenges Adapted from Illustrative Mathematics 7.SP.3, 4 – Offensive Linemen

For the 2012 season, the University of Mount Union Purple Raiders football team won the Division III National Football Championship while the University of Alabama Crimson Tide football team won the FBS National Championship. Below is a dotplot of the offensive linemen’s weights from each team. Unit 4 Challenges Adapted from Illustrative Mathematics 7.SP.3, 4 – Offensive Linemen

Based on visual inspection of the dotplots, which group appears to have the larger average weight? Does one group seem to have greater variability in its weights than the other, or do the two groups look similar in that regard? Unit 4 Challenges Adapted from Illustrative Mathematics 7.SP.3, 4 – Offensive Linemen

The center of the Alabama distribution is much higher on the number line than the center of the Mount Union distribution, so at first glance, it appears that the Alabama group has the higher average. The values for the Alabama distribution appear to have a spread and general concentration that is very similar to the Mount Union distribution, so we would conjecture that the distributions' spread measures would be rather similar. Unit 4 Challenges Adapted from Illustrative Mathematics 7.SP.3, 4 – Offensive Linemen

Using the actual data, determine the mean and MAD to verify the conclusions made. Alabama: 277, 265, 292, 303, 303, 320, 300, 313, 267, 288, 311, 280, 302, 335, 310, 290, 312, 340, 292 Mount Union: 250, 250, 290, 260, 270, 270, 310, 290, 280, 315, 280, 295, 300, 300, 260, 255, 300 Unit 4 Challenges Adapted from Illustrative Mathematics 7.SP.3, 4 – Offensive Linemen

Alabama: 277, 265, 292, 303, 303, 320, 300, 313, 267, 288, 311, 280, 302, 335, 310, 290, 312, 340, 292 Mount Union: 250, 250, 290, 260, 270, 270, 310, 290, 280, 315, 280, 295, 300, 300, 260, 255, 300 Alabama: mean = 300, MAD = 15.68; Mount Union: mean = , MAD = Unit 4 Challenges Adapted from Illustrative Mathematics 7.SP.3, 4 – Offensive Linemen

Alabama: 277, 265, 292, 303, 303, 320, 300, 313, 267, 288, 311, 280, 302, 335, 310, 290, 312, 340, 292 Mount Union: 250, 250, 290, 260, 270, 270, 310, 290, 280, 315, 280, 295, 300, 300, 260, 255, 300 Alabama: mean = 300, MAD = 15.68; Mount Union: mean = , MAD = The difference in average weights is slightly greater than one MAD of either team. Unit 4 Challenges Adapted from Illustrative Mathematics 7.SP.3, 4 – Offensive Linemen

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 -  Expeditionary Learning: Center for Student Work - Blogs  Dan Meyer –  Robert Kaplinsky - Books  Van De Walle & Lovin, Teaching Student-Centered Mathematics, Grades 5-8

Resources SMP 3 – Construct viable arguments and critique the reasoning of others  Student Sample Work  Feedback/Critique and Revision Expeditionary Learning

Feedback James Pratt – Brooke Kline –

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. 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.