1. 8th Grade MSP November 2015

2. Learning Targets By the end of the session, we will be able to:
Know how to deconstruct our focus standard(s) to plan for instruction.
Understand how to use scaffolding activities and math tasks aligned to focus standard(s).
Be able to integrate STEM to reinforce understanding of focus standard(s).

3. Housekeeping Bathrooms Lunch 11:00 -12:15 Future of MSP Trainings
Materials

4. Norms
Be an active participant. Be mindful of air time. Be mindful of sidebar conversations. Use technology at appropriate times.

5. Agenda Vertical Alignment & Deconstruction MICA, MIST, OnTrac
Scaffolding Instruction with Manipulatives using Instructional Math Tasks
MIST Practice Test Math Task (Instructional)
Math and Science Integrated Activity leading into a STEM Challenge
Closing
Jamie/Evelyn

6. MSP Wikispace

7. Focus Standards Math Science
8.G.A.3 Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.
8.G.A.4 Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.
Science
SPI Distinguish between mass and weight using appropriate measuring instruments and units.
SPI Determine the relationship among the mass of objects, the distance between these objects, and the amount of gravitational attraction.
SPI Illustrate how gravity controls the motion of objects in the solar system

8. Vertical Alignment
Use the Vertical Progression Guide to identify the vertical alignment of the focus standards.
Identify the implications across the grade levels.
Identify common student misconceptions.
Each group will be given a part of the standard to consider what students should Know, Understand, and Be Able to Do.
Jamie/Evelyn

9. Deconstruction/Collaboration
8.G.A.3 Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.
8.G.A.4 Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.
Identify key components.
What will the students need to Know, Understand, and Be Able to Do in order to master the standard?
What are possible misconceptions?

10. MS Scaffolding Document

11. Standards for Mathematical Practice
Mathematically Proficient Students…

12. Reflection
Private Think Time: Why is it important to deconstruct standards? Shoulder Partner: Share

14. MICA
Computer Time!
Log in to MICA and work through all the 8.G.3 and 8.G.4 problems as a student would.
Look at answers.

15. MICA Activity: Bowtie Vocabulary Pre-Requisite Knowledge
Possible Misconceptions

16. Your Turn: Using OnTrac
Item types
Depth of questions
Create a formative assessment!

17. Be ready to start back at 12:15!

21. Conceptual Understanding of Focus Standards
Use manipulatives to work through activities.
How could you support struggling learners?
How could you extend advanced learners?
Susan Sewell

22. VS Differences in Tasks INSTRUCTIONAL TASKS ASSESSMENT TASKS
Similar to discovery learning or inquiry-based learning
Used to teach new concepts/build on prior knowledge
Must have multiple entry points/solution paths
Involves students in math practices
Uncovers students’ misconceptions
Often referred to PBA or CRA
Used to assess what students know
Should be objective with fewer solution paths
Correct solutions will require one or more math practices
Uncovers students’ misconceptions VS
Susan Sewell

23. Planning Process for Instructional Task
What are your mathematical goals for the lesson?
How do you think students will solve it?
What misconceptions do you think they will have?
What resources or tools does the student need?
How will the students record their work?
What questions will you ask to help the students access prior knowledge and work through the task?
HOW WELL

24. MIST Navigating the MIST site Problems on Practice Tests
Be the Change Agent!

25. Practice Test 1: TASK Break apart the task. Discuss the rubric.
How do we promote success?

26. Practice Test Cluster Integration
How are the clusters integrated in the task?
8.EE.C Analyze and solve linear equations and pairs of simultaneous equations. (8.EE.C.7 and 8)
8.F.A Define, evaluate, and compare functions (8.F.A.1,2, and 3)
8.F.B Use functions to model relationships between quantities (8.F.B.5 and 5)
Susan Sewell

27. Science Integrated Activity

28. Three W’s
What did I learn today and how do I plan to share with others my learning of today?
So What? (relevancy, importance, usefulness)
Now What? (how does this fit into what students are expected to do, does it affect our thinking, can we predict where we are going)

29. http://www. mediacollege