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SWW Mathematics Common Core Consortium

SWW Mathematics Common Core Consortium. Professional Development Module: Connecting Functions and Patterns. Goals for the Day. Understand the SWW Mathematics Curricular Resources and be able to navigate the pbworks website

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SWW Mathematics Common Core Consortium

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  1. SWW MathematicsCommon Core Consortium Professional Development Module: Connecting Functions and Patterns

  2. Goals for the Day • Understand the SWW Mathematics Curricular Resources and be able to navigate the pbworks website • Examine the standards in the Connecting Functions and Patterns Unit (CF) • Engage in mathematics from the CF Unit • Explore the Standards for Mathematical Practice that are highlighted in the CF Unit

  3. What is SWW Mathematics? Faced with changing state standards and tight budgets, coaches and teachers in Evergreen Public Schools in Vancouver, WA set about to write their own Algebra 1 curricular resources in 2008-2009. Within a year, several other local districts had joined in both to help create and to use the curricular resources. When Washington State adopted the Common Core State Standards, the team embraced what they’d learned the first time, used what they could from their first course, and wrote a curricular resource that is fully aligned to the Common Core. SWW Mathematics Algebra 1 is our first step.

  4. What is in the resources? Watch this video. As you watch, follow along on the Curricular Resources Overview graphic organizer. Record important information about elements of the Website.

  5. Resources Scavenger Hunt • Look through the Teachers Manual to understand its layout. • Sign in to pbworks: http://goo.gl/1aOCtE • Paying particular attention to the section cover sheets, find the tasks with their necessary components of each section and the assessments.

  6. CF – Connecting Functions and Patterns • Look at the list of sections at the top of the CF page and the Big Ideas. • Lay out a storyline for the CF Unit that describes what you think students should understand by the end of the unit. • Record your storyline on your chart paper.

  7. Math Practices Patchwork Quilt • Read Standards for Mathematical Practice 2, 4 and 7. • How or where might these be highlighted in this unit? • In the Patchwork Quilt of SMPs template, design a quilt square with a symbol that represents Practices 2, 4 and 6. • Be prepared to share your squares and why they represent the Practices with your colleagues.

  8. Task #1: Fermi Pets “In physics or engineeringeducatin, a Fermi problem, Fermi question, or Fermi estimateis an estimation problem designed to teach dimensional analysis, approximation, and the importance of clearly identifying one's assumptions. Named after physicist Enrico Fermi, such problems typically involve making justified guesses about quantities that seem impossible to compute given limited available information. Fermi was known for his ability to make good approximate calculations with little or no actual data, hence the name.”  - Wikipedia – “Fermi Problem”

  9. Task #1: Fermi Pets Dump and Clump Dump: Write down any questions you have on sentence strips. Clump: Categorize your questions: - questions that can be answered by research and reasoning - philosophical questions that cannot be answered - factual questions that can’t be answered or are too hard to answer.

  10. Assumptions What do you assume I perceive about you, your role in this room, or mathematics based on my assigning this task? What do you think students might assume about their teacher’s perception of students and math if the teacher assigned this task?

  11. Standards for Mathematical Practice • How were SMP #2, 4 and 7 present in the Fermi task? • What instructional strategies promoted their use? • What other strategies might have been used to promote them?

  12. Task Rubric • Evaluate just this task as it is written using the Rubric for SMPs.

  13. Three-legged stool On which leg would you put the Pets in the City task? Be prepared to justify your choice. Concepts Procedures Skills

  14. Fermi Pets on pbworks • Find the Fermi Pets in the City task on pbworks. • What materials are available on pbworks to support teaching this task? How can you tell from pbworks? …from the Teachers Manual?

  15. Stacking Cups

  16. Assumptions What do you think students might assume about their teacher’s perception of students and mathematics if the teacher assigned this task?

  17. Optional Prompt Andrew Stadel Stacking Cups Task for Challenge #2 http://www.101qs.com/1897-stacking-cups--act-1 The two different prompts* promote different ways of entering the task. What does each prompt afford in this problem? What are some constraints of each prompt? *The simple question vs the video

  18. Standard • What are the content standards that this students use in this problem? How can you determine the standards without reading the entire CCSS document? • How were SMP #2, 4 and 7 present in the Stacking Cup task? • What instructional strategies promoted their use? • What other strategies might have been used to promote them?

  19. Task Rubric • Evaluate just this task as it is written using the Rubric for SMPs.

  20. Three-legged stool On which leg would you put the Stacking Cups task? Be prepared to justify your choice. Concepts Procedures Skills

  21. Scavenger Hunt • Find the Stacking Cups task on pbworks. • What materials support your being able to teach of that task?

  22. Leaky Faucet Watch the video: • What questions do you have? • Make a guess. • What is an answer that you know is too low? • What is an answer that you know is too high? • What information do you need to solve the problem?

  23. Assumptions What do you think students might assume about their teacher’s perception of students and mathematics if the teacher assigned this task?

  24. Grouping Considerations • What are some reasons I might have chosen to make the groups the size I did? • Would you have made the same choice? Why or why not?

  25. Leaky Faucet MARS Task

  26. Comparing Leaky Faucet Tasks What is the same about the two tasks and what is different? Be sure to consider SMPs # 2, 4, and 7

  27. Big Idea Telephone Game • Write a big idea that you are taking with you today on a Post-It note. • Find a partner you have not worked with today and share your ideas. Be sure you understand your partner’s big idea. Swap Post-It notes. • Find a new partner you have not worked with today and tell them your previous partner’s big idea and how it helps you understand something differently. Swap Post-It notes. • Find a third partner. Share your second partner’s big idea and how it helps you understand something differently.

  28. Closing Be sure you’ve signed in for the day. Clock hour information: Thank you for your participation today!

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