Welcome to CAMP!

1. Welcome to CAMP!

2. Introductions Dr. Jonathan Bostic, Assistant Professor of Mathematics Education, BGSU, PI Dr. Gabriel Matney, Associate Professor of Mathematics Education, BGSU, co-I Christina Miller, Instructor, BGSU Sandy Zirkes, Instructor, BGSU Dr. Brooks Vostal, Assistant Professor of Special Education, BGSU Jessica Belcher, NWO Center for Excellence in STEM Education, Project Director and Budget Manager Dr. Toni Sondergeld, Assistant Professor of Educational Psychology, co-director of Center for Assessment and Evaluation Services, BGSU, Evaluator Instructing us at a later date: Diane Mott, 6-12 mathematics teacher, Liberty Center School District Dr. Stephanie Casey, Assistant Professor of Mathematics Education, EMU

3. Agenda • CAMP – The Big Picture • Norms for our PD • Getting to Know One Another • Jessica Belcher – Forms • Common Core Mathematics – Toward greater focus and coherence • CAES – Surveys and Grant Evaluation • Lunch • Mathematical Explorations • Teaching through problem solving • Standards for Mathematical Practice

4. Big Picture Main Aspects • Learning about what it means for students to be mathematically proficient • Learning about grades 6-8 worthwhile mathematics tasks, learning environment, mathematical discourse, and their relationships • Learning mathematics and about mathematics instruction that promotes problem solving • Learning about CCSS-Mathematics (CCSSM) • Sharing teaching ideas with one another

5. Big Picture Two Year Plan • 4 days in the Fall and Spring • Fall/Spring Breakdown • 3 days of collaboration and learning • 1 day of lesson study with teachers in your grade level • 8 days in the Summer

6. Evolving Norms for this PD • We will persist with every problem and examine it from multiple perspectives. • We will be ready for class and use our class time effectively. • We will keep our focus on learning and use technology for personal reasons during breaks. • We will be respectful of each other’s time and space and work efficiently. • We will actively participate by (a) listening to each other, (b) giving others our attention, (c) not speaking when someone else is talking, and (d) regularly sharing our ideas in class. • If we disagree with someone or are unclear, we will ask a question about his or her idea and describe why we disagree or are confused. • We will ask questions when we do not understand something. We will comment on others’ ideas rather than the person.

7. Expectation for technology use • Please limit the use of technology for the use of chatting, phone calls, and texts strictly to break times as well as before and after class out of respect for the nature of our collaboration and thinking together.

8. Bring your ideas…Share your experiences • As a group of professionals we have made a commitment to helping children attain success in life and a voice in the world. • Many times the best part of these kinds of professional development is simply the chance to share ideas, raise questions, and work with other practitioners to improve our own understandings and practice. • Please bring your stories of children’s learning, children’s struggles, and children’s successes with you.

9. Getting to know one another Two Truths and a Lie

10. Grant Forms & General Information Jessica Belcher, Program/Budget Manager • Photo Release Online Completion • Website Overview • Dr. Math & Dr. Stats Forums • Meeting Dates (let your school know when you need a sub) • Contact Lists (Staff and Participants) • Vendor Form Completion • Stipend vs. Sub Pay

11. Common Core State Standards– Toward a Greater Focus and Coherence Read the copy – thinking about the difference (and similarities) between CCSSM and previous math standards.

12. Break

13. Grant Evaluation • Surveys • Reflections • LMT – Pedagogical Content Knowledge

14. Lunch – Return in one hour

15. Exploring Mathematics: SKUNK An adaptation from the original: Brutleg, D., “Choice and Chance in Life: The Game of SKUNK in Mathematics Teaching in the Middle School, Vol. 1, No. 1 (April 1994), pp. 28-33. Retrieved from: http://illuminations.nctm.org/Lesson.aspx?id=956

16. Group Think 1: I might make more money if I was in business for myself, should I quit my job? 2: An earthquake might destroy my house, should I buy insurance? 3: It might rain today, should I take my umbrella?

17. Choice and Chance When making a decision, what tools do you use? How well does your method work for you? Would it work well for others?

18. SKUNK Game Explanation S K U N K ***Don’t worry, we will play a practice round or two!!***

19. SKUNK Play a few games of SKUNK with your group. Good Luck!

20. Break

21. What part of SKUNK involves choice?What part of SKUNK involves chance?

22. Obviously rolling a 1 is bad. Snake eyes – even worse. Wouldn’t it be nice to know how many good rolls you’d have before the dreaded ONE!?!?!

23. In your group develop a method to decide: On average, how many good rolls happen before a 1 or double 1’s come up?When a 1 isn’t rolled, what is the average score on a single roll of dice?

24. In your group develop a “play it safe” and a “risky” strategy. Based on your strategies come up with a point rating system, using the following ratings: 1) PePe Le Pew2) Eh, a little better 3) Neutral 4) Nice 5) Roses

25. Group Challenge Let’s try out those strategies!!

26. Discussion

27. Common Core State StandardsCCSS.Math.Content.7.SP.C.5 Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around ½ indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.So – what is the probability of rolling a 1? What is the probability of rolling double 1’s? Does knowing this make you think differently about your strategy?

28. Common Core State StandardsCCSS.Math.Content.7.SP.C.6 Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times.How do these numbers work out with our SKUNK data?

29. For HWK: Teaching Mathematics (or Statistics) through Problem Solving [TTPS] Read pp. 31-35, 39-41

30. Standards for Mathematical Practice • Access the CAMP website. Click “resources” ->”CCSSI_Math Standards.pdf” • Questions to consider • What are they? • Who are they written for? • What are the big ideas embedded within them? • What do they look like in practice?

31. Standards for Mathematical Practice:Considering SKUNK and teaching vignettes SMP 1: Make sense of problems and persevere in solving them SMP 7: Look for and make use of structure

32. Take Care • Next meeting is 9/12 @ Lima Senior HS. • By 9/12, please do the following • Post at least one question to Dr. Stats and/or Dr. Math. • Most importantly, keep in touch!