PLEASE… 1.Sign in first. 2.Choose a seat with the correct color of name tent. 3.Do not move name tents or chairs and do not change size of groups. 4.Try to not sit with your school team. Introduce yourself to others at your table. This is going to be a great day!

WELCOME to the 8 th Grade & Algebra I High School Training

Training Team Jamie James, CMCSS Math Consulting Teacher Evelyn Martinez Bishop, CMCSS STEM Coordinator Julie Outlaw, Dickson County Schools Math Coordinator Rhonda Owens, Dickson County Schools Science Coordinator Bonnie Principe, CMCSS Science Consulting Teacher Dale Rudolph, CMCSS STEM Project Consultant Susan Sewell, CMCSS Math Consulting Teacher Kathy Young, CMCSS Academic Coach

Group Norms Be an active participant. Be respectful of others’ ideas. Be courteous when others are speaking. Use technology at appropriate times. Take care of your personal needs. Start and end on time. Enjoy the day learning with colleagues.

Plan for the Morning 8:00 – 8:30 Introduction 8:30 – 9:00 Vertical Alignment (HS and MS split) 9:00 – 9:20 Deconstruct Standards 9:20 – 9:40 Identify Common Student Misconceptions 9:40 – 9:50 Reflection/Break 9:50 – 10:00 Introduce Challenge 10:00 – 10:45 First Math Scaffolding Activity

WIKI Information All materials and resources will be available on this website:

Clear Target Increase content knowledge for identified standards within the Tennessee Education Standards for Mathematics. Develop quality lessons designed to improve conceptual understanding.

Vertical Alignment 8 TH GRADE 8.SP.A.1 Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association. 9 TH GRADE S.ID.B.6 Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. c. Fit a linear function for a scatter plot that suggests a linear association.

Deconstruct Standards S.ID.B.6 Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. c. Fit a linear function for a scatter plot that suggests a linear association. S.ID.C.7 Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.

Student Misconceptions What are the most common student misconceptions with this unit? – Table talk – Share with whole group

Science Standards Investigate atomic structure and molecular interactions. – Compare and contrast the properties and locations of subatomic particles. – Use periodic table to identify the number of protons, neutrons and electrons in an atom.

STEM Challenge Ms. Dorris came to school early one morning to prepare a chemistry lab for her 1st period class. As soon as she entered the lab, she knew something was not wrong. The lab was a wreck! All the beakers and graduated cylinders were laying in the floor. The lab aprons were draped over the lab stations. Her first thought was that the seniors had struck!! The senior prank didn’t seem so bad until… She opened the chemical storage room door and there was the biggest DISASTER of all!!! Many of the chemical labels had been ripped off their containers. “How am I ever going to figure out what these chemicals are?” Ms. Dorris exclaimed. You will need to write at least one paragraph to Ms. Dorris identifying the unknown chemical that includes both a scientific AND two mathematical explanation of how you came to your conclusion.

Math Scaffolding Activity #1 Determining Correlation Students will be able to determine linear correlation and describe the relationship between the two variables.

Engineering Notebook Closure End lesson with an individual student reflection: – Is there anything I’ve learned today in math class that might help me with the challenge? Whole class discussion: – Add to “Questions We Still Have” poster

Teacher Reflection How will you implement math activity #1 with your students? What addition(s) would you make, if any? How does this activity help students eliminate any misconceptions on our list?

Lunch Break You have 1 hour and 15 minutes for lunch. ENJOY!

Plan for the Afternoon 12:00 – 12:30 Math Activity #2 12:30 – 12:55 Math Activity #3 12:55 – 1:00 Teacher Reflection 1:00 – 1:25 Math Activity #4 1:25 – 1:40 Teacher Reflection/Break 1:40 – 2:10 Challenge 2:10 – 2:15 Sum It Up 2:15 – 2:30 Standards Recap; WIKI Resources 2:30 – 3:00 Closure

Math Scaffolding Activity #2 Creating Scatter Plots Students will be able to create a scatter plot given data in order to determine correlation.

Engineering Notebook Closure End lesson with an individual student reflection: – Is there anything I’ve learned today in math class that might help me with the challenge? Whole class discussion: – Add to “Questions We Still Have” poster

Math Scaffolding Activity #3 Exploring Lines of Fit Students will be able to determine the equation for the line of best fit using technology. Students will be able to interpret the slope and y- intercept in terms of the data context. gression/

Engineering Notebook Closure End lesson with an individual student reflection: – Is there anything I’ve learned today in math class that might help me with the challenge? Whole class discussion: – Add to “Questions We Still Have” poster

Teacher Reflection How will you implement math activity #2 and #3 with your students? What addition(s) would you make, if any? How do these activities help students eliminate any misconceptions on our list?

Math Scaffolding Activity #4 Making Predictions Students will be able to make predictions based on data both graphically and algebraically.

Engineering Notebook Closure End lesson with an individual student reflection: – Is there anything I’ve learned today in math class that might help me with the challenge? Whole class discussion: – Add to “Questions We Still Have” poster

Teacher Reflection How will you implement math activity #4 with your students? What addition(s) would you make, if any? How does this activity help students eliminate any misconceptions on our list?

Challenge Science scaffolding activities – pHET simulation – Manipulatives – Application activity Envelope of damaged labels

Teacher Reflection Discuss solution paths for the challenge and other possible paths students might take. – Table talk – Whole group

Closure Are there any student misconceptions that were not addressed through the scaffolding activities? If so, how will you address them? How will you communicate with your science partners what you learned today?

Revisit Clear Targets Increase content knowledge for identified standards within the Tennessee Education Standards for Mathematics. Develop quality lessons designed to improve conceptual understanding.