It’s All About Math!

1. Welcome to the Middle School Mathematics Initiative! It’s All About Math! Institute Theme: Developing Standards Based Content Modules Around Rigor and Relevance

2. It’s All About Math! Sponsored by: Florida Department of Education Florida and the Islands Comprehensive Center at ETS (FLICC) In Partnership with: The International Center for Leadership in Education ESCORT Florida Council of Teachers of Mathematics PAEC

3. It’s All About Math! Goals: • Increase awareness of new Florida mathematics standards • Use the new Florida mathematics standards to develop content modules to be utilized in sixth grade classrooms • Increase the rigor and relevance of middle school mathematics instruction with a focus on sixth grade • Build a statewide support network focused on the improvement of middle school mathematics curriculum and instruction

4. It’s All About Math! Resources: CD Containing Content Module Development Steps Sample lessons Theme Resources (List of relevant topics with web resources) Instructional Strategy reference sheet Reading Strategy reference sheet Assessment reference sheet Assessment Activity

5. It’s All About Math! Resources (cont.): • CD Containing • Student Performance resources • What students need to know and do • Knowledge taxonomy • Application levels • NYSATL form for evaluating lessons

6. It’s All About Math! Resources (cont.): • CD Containing • Addendum to GSL packet • Table of Contents • End of Year Celebration = Where’s the Beef • Our Ideal Classroom • Two new lessons

7. It’s All About Math! Agenda at a Glance: • Day 1 • Registration, Continental Breakfast • Welcome, Introductions • Overview of the Content Module Development Process • Content Module Development – Move to Breakout Rooms • Lunch - Large Room • Continue Content Module Development – Breakout Rooms

8. It’s All About Math! Agenda at a Glance: • Day 2 • Continental Breakfast – Large Room • Continue Content Module Development – Breakout Rooms • Lunch • Prepare for Content Module Presentations - Breakout Rooms • Teams share Content Modules • Evaluation, Wrap-up

9. Planning Instruction

10. Rigorous and Relevant Instruction Actual Student Performance Expected Student Performance Assessment Instruction Feedback Reflection Rigor/Relevance Rigor/Relevance Student Learning Student Learning

11. Planning Rigorous and Relevant InstructionSTEPS Step 1 Step 2 Step 3 Step 4 Learning Experiences Focus of Learning Student Performance Alignment with Performance Alignment with Assessment Assessment Student Learning Standards Best Practices Student Differences Reading R/R

12. Performance Planning Model • Curriculum • Instruction • Assessment • Feedback / Evaluation Start with the End in Mind

13. Activity Content Modules Rigor/Relevance Linking Standards and Student Work

14. Performance Planning Model Define Focus of Instruction • Audience • Theme/Project/Problem • Standard • Project

15. Performance Planning Model Create Student Performance • Knowledge, Skills, Behaviors, Concepts • Rigor/Relevance of Student Work • Cross-reference to State Standard • Use Objective Data

17. Performance Planning Model Defining Student Performance • Standards Data • Best Practices Data • Student Data • Reading Data

18. Performance Planning Model • Select Big Idea / Supporting Idea • Select Benchmark • Select Relevant Topic • Select a Sub-Topic

19. Performance Planning Model • Generate Essential Questions • Select Essential Question • Brainstorm Student Performance • Identify Quadrant Knowledge / Skills • Identify Student Work / Activities

20. Leadership for Rigor, Relevance, and Relationships Resource Kit

21. Performance Planning Model Develop Lessons • Instructional Focus • Student Learning • Performance Task • Essential Skills

22. Writing Performance Tasks Students will write a letter to the editor of the local newspaper, on the topic of the environment with a specific reference to a local issue or problem. It will take a point of view, include summaries of research, cite sources and recommend action. Student Work Content Conditions

23. Rigor/ Relevance FrameworkGold Seal Lessons

25. Performance Planning Model • Select Instructional Strategies • Select Reading Comprehension Strategy • Vocabulary Strategies

27. Performance Planning Model • Write Assessment Questions • Identify Quadrant for Assessment • Identify Resources • Textbook, Video, Internet

28. Performance Planning Model Designing Assessment • Standards Data • Best Practices Data • Student Data • Reading Data

29. Rigor/Relevance Framework Did Students Get it Right? D C Rational Answer Right Questions RIGOR High B A Right Answer Right Procedure Low Low High RELEVANCE

30. Performance Planning Model • Take the Lesson Deeper • Next Level of Questions • Higher Level Thinking Skills • Additional Real-world Applications

32. Assimilation of knowledge Acquisition of knowledge Thinking Continuum

33. Knowledge Taxonomy Verb List

34. Action Continuum Acquisition of knowledge Application of knowledge

35. Application Model Is it Application? • If NO If YES - Is it real world? • If NO and one discipline • If NO and interdisciplinary If YES - Is it unpredictable? • If NO • If YES Level 1 Level 2 Level 3 Level 4 Level 5

38. Rigor/Relevance Framework • Analyze the graphs of the perimeters and areas of squares having different-length sides. • Determine the largest rectangular area for a fixed perimeter. • Identify coordinates for ordered pairs that satisfy an algebraic relation or function. • Determine and justify the similarity or congruence for two geometric shapes. • Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. • Test consumer products and illustrate the data graphically. • Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. • Make a scale drawing of the classroom on grid paper, each group using a different scale. 6 D C 5 4 3 • Calculate percentages of advertising in a newspaper. • Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. • Determine the median and mode of real data displayed in a histogram • Organize and display collected data, using appropriate tables, charts, or graphs. • Express probabilities as fractions, percents, or decimals. • Classify triangles according to angle size and/or length of sides. • Calculate volume of simple three- dimensional shapes. • Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. 2 B A 1 1 2 3 4 5

39. Rigor/Relevance Framework 6 • Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. • Test consumer products and illustrate the data graphically. • Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. • Make a scale drawing of the classroom on grid paper, each group using a different scale. • Analyze the graphs of the perimeters and areas of squares having different-length sides. • Determine the largest rectangular area for a fixed perimeter. • Identify coordinates for ordered pairs that satisfy an algebraic relation or function. • Determine and justify the similarity or congruence for two geometric shapes. D C • Express probabilities as fractions, percents, or decimals. • Classify triangles according to angle size and/or length of sides. • Calculate volume of simple three- dimensional shapes. • Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. 5 A 4 3 • Calculate percentages of advertising in a newspaper. • Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. • Determine the median and mode of real data displayed in a histogram • Organize and display collected data, using appropriate tables, charts, or graphs. 2 B A 1 1 2 3 4 5

40. Rigor/Relevance Framework 6 • Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. • Test consumer products and illustrate the data graphically. • Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. • Make a scale drawing of the classroom on grid paper, each group using a different scale. • Analyze the graphs of the perimeters and areas of squares having different-length sides. • Determine the largest rectangular area for a fixed perimeter. • Identify coordinates for ordered pairs that satisfy an algebraic relation or function. • Determine and justify the similarity or congruence for two geometric shapes. • Calculate percentages of advertising in a newspaper. • Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. • Determine the median and mode of real data displayed in a histogram • Organize and display collected data, using appropriate tables, charts, or graphs. B D C 5 4 3 • Express probabilities as fractions, percents, or decimals. • Classify triangles according to angle size and/or length of sides. • Calculate volume of simple three- dimensional shapes. • Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. 2 B A 1 1 2 3 4 5

41. Rigor/Relevance Framework 6 • Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. • Test consumer products and illustrate the data graphically. • Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. • Make a scale drawing of the classroom on grid paper, each group using a different scale. C • Analyze the graphs of the perimeters and areas of squares having different-length sides. • Determine the largest rectangular area for a fixed perimeter. • Identify coordinates for ordered pairs that satisfy an algebraic relation or function. • Determine and justify the similarity or congruence for two geometric shapes. D C 5 4 3 • Calculate percentages of advertising in a newspaper. • Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. • Determine the median and mode of real data displayed in a histogram • Organize and display collected data, using appropriate tables, charts, or graphs. • Express probabilities as fractions, percents, or decimals. • Classify triangles according to angle size and/or length of sides. • Calculate volume of simple three- dimensional shapes. • Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. 2 B A 1 1 2 3 4 5

42. Rigor/Relevance Framework 6 • Analyze the graphs of the perimeters and areas of squares having different-length sides. • Determine the largest rectangular area for a fixed perimeter. • Identify coordinates for ordered pairs that satisfy an algebraic relation or function. • Determine and justify the similarity or congruence for two geometric shapes. • Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. • Test consumer products and illustrate the data graphically. • Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. • Make a scale drawing of the classroom on grid paper, each group using a different scale. D D C 5 4 3 • Calculate percentages of advertising in a newspaper. • Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. • Determine the median and mode of real data displayed in a histogram • Organize and display collected data, using appropriate tables, charts, or graphs. • Express probabilities as fractions, percents, or decimals. • Classify triangles according to angle size and/or length of sides. • Calculate volume of simple three- dimensional shapes. • Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. 2 B A 1 1 2 3 4 5

43. 10% 20% 30% 50% 60% 80% 95% of what we read of what we hear of what we see of what we see & hear of what we discuss with others of what we personally experience of what we TEACH to someone else We learn...

44. Middle School Mathematics Initiative It’s All About Math! Institute Theme: Developing Standards Based Content Modules Around Rigor and Relevance

45. It’s All About Math! Year 2: Institute #5 Closing the Achievement Gap, Meeting AYP – Strategies to Help Struggling Students The purpose of this institute is to provide innovative and practical strategies to use with students who are struggling academically. This institute will focus on using learning styles, technology, and manipulatives with the subgroups identified by No Child Left Behind who do not typically make adequate yearly progress. December 6 – 7 Orlando December 12 – 13 Tallahassee January 8 – 9 Palm Beach January 15 – 16 Gainesville

46. It’s All About Math! Year 2 (cont.): Institute #6 Building Student/Teacher Relationships: Transitioning to Middle School The purpose of this institute is to address the transition problems students’ face when they move to middle school. Participants will be provided guidelines, strategies and resource aids for planning and implementing programs and activities which support the educational environment and improve student achievement, particularly in the area of mathematics. April 15 – 16 Orlando April 23 – 24 Palm Beach May 1 – 2 Gainesville May 6 – 7 Tallahassee

47. It’s All About Math! Action Steps: • Select up to 25 faculty and staff to participate in CORR • Access and use the free resources available to your district as a member of the Successful Practices Network • Continue to utilize the talents and skills of your liaison as you implement MSMI in your district • Complete team meeting logs and refine your action plan as you move through year 2

48. It’s All About Math! Resources Action Plan http://escmail.org/node/6 District Team Meeting Log http://escmail.org/node/7 PowerPoint presentations http://www.ets.org/flicc Documents are under the Initiatives tab Successful Practices Network http://www.successfulpractices.org

49. It’s All About Math! Contact Information: Mr. Todd Clark (Deputy Director, Office of Mathematics and Science, FLDOE) todd.clark@fldoe.org Dr. Alice Lindsay (Assistant Director, FLICC) alindsay@ets.org Mr. Rob Schoen (Mathematics Specialist, FLDOE) robert.schoen@fldoe.org Dr. George Suarez (Facilitator, Liaison) gsuarez@ets.org Dr. Pam Tompkins (Facilitator, Liaison) ptompkins@ets.org

50. It’s All About Math! Contact Information: Ms. Karyn Lindsay (Facilitator, Liaison) klindsay@ets.org Mr. Jim Miles (Facilitator, Liaison) jim@leadered.com Dr. Linda Lucey (CORR-M developer) linda@spnet.us Mr. Tom Hanley (Facilitator, Liaison) tomhanley@escort.org Ms. MC Moran (Facilitator, Liaison) mcmoran@escort.org