Average Rate of Change A Journey of Change from 6 th grade through High School Stephanie Marvel M.Ed. Jason Miller Ph.D.

Who are you?  Who are you?  What county?  What school?  What will you be teaching next year? (teach this year)

What do you think of when you hear “rate of change”?  On the big posters around the room I want you to make a circle map of what you think rate of change is with a frame of reference of the specific grade levels

Let’s Do Some Math  Try to solve the problem as far as you can get  Notice how the problem builds as you work through it  Make note of which level your students could get to 

Let’s Sort  These problems are written specifically for one grade level  Put the problems in order by grade level  Which grade level goes with which problem?

Let’s Keep Sorting  Here are the standards that the problems were written to  Match the standard with the problem  See if that makes a difference in how you thought you ordered the problems before

Progressions-Coherence  Progressions for Common Core Math Standards  The Common Core State Standards in mathematics were built on progressions: narrative documents describing the progression of a topic across a number of grade levels, informed both by research on children's cognitive development and by the logical structure of mathematics

Let’s Do Some Activities  Group A:  “Big Problems” – Unit Rate  Proportional Graphs  Group B:  Scavenger Hunt – Slope  Quiz-Quiz Trade – Rate of Change

Another Activity  Graphing Stories – Just like graphs can tell a story, stories can have a graph

Other Activities  Rate/Unit Rate Sorting Cards-  Sort the cards into groups of ways to write rates (part to whole, part to part, unit rate)  Functions on an Interval  Given a specific interval, order the functions from least to greatest based on average rate of change for that interval

Write your own “building” problem  With your group, write a few “building” questions that you could use with the given graph  Feel free to add points to the graph if necessary for your questions

How can we make sure the students are ready for us?  Trust your students’ prior teachers – vertical teaming  Put some faith in your students to remember things  Hold your students accountable for remembering things  Use building problems to help the students build their knowledge rather than just “learning” new every year and dumping  Every lesson should keep building and allowing the students to stretch beyond your course if they feel desire to  Make sure you teach your standard well so that the next year’s teacher can trust you

Reflection and Feedback Reflection  One thing that I am now aware of:  One thing that I will keep in mind next year:  One strategy that I think I can use next year:  Contact person for questions on this strategy: Feedback  One thing that I enjoyed about this presentation:  One thing that I would change about this presentation:  I wish they would have:

Lunch & Learn Blocks Each conference location has two Lunch and Learn Blocks of 90 minutes. During each of these blocks, participants can: participate in a conference Session (Schedule of Sessions) tune into the wisdom of a Thought-Leader engage in an EdCampFire and of course, eat Lunch.

Thought Leader