Common Core High School Mathematics: Transforming Instructional Practice for a New Era

1. Common Core High School Mathematics:Transforming Instructional Practice for a New Era School Year Session 7: December 4, 2013 Lesson Outcomes: Claims and Evidence 1.1

2. Agenda • Registration • Lesson debrief • Break • Portfolio planning • Pizza delivery (revisited) • Homework and closing remarks 1.2

3. Learning Intentions & Success Criteria Learning Intentions: We are learning to debrief a lesson and provide evidence for claims of student achievement. Success Criteria: We will be successful when we are ready to build a portfolio which incorporates a description of desired goals and outcomes of a lesson and provides evidence of student progress towards those goals and outcomes.

4. Registration Activity 1: • We will use the computers in the library to access the UWM registration system. • Please make sure you have your UWM ID and any other information you need to complete the registration process. 1.4

5. Lesson Debrief Activity 2: • In your assigned groups, follow the Case Stories Protocol to provide feedback to your peers on their completed lesson and student work. • The process should take 15-18 minutes for each storyteller. 1.5

6. Lesson Debrief Activity 2: • Storyteller describes the task, the plan, and proposed evidence of focal SMP • Listeners use T-chart to record what they are noticing and what they are wondering • Listeners presents their noticingsand wonderings • Storyteller listens and takes notes • Storyteller responds to noticingsand wonderings 5 minutes 5 minutes 5 minutes 1.6

7. Break

8. Portfolio Planning Activity 3: • In your assigned groups, discuss: • What evidence have you collected that students met, or made progress towards, the goals and outcomes of your lesson? • How does your evidence align with the frameworks we have discussed in class this semester? • How can you best present that evidence in your portfolio? • (The process should take approximately 12-15 minutes for each presenter.) 1.8

9. Portfolio Planning Activity 3: 1.9

10. Portfolio Planning Activity 3: 1.10

11. Portfolio Planning Activity 3: 1.11

12. Pizza Delivery (Revisited) Activity 4: The town of Smallville has only 2 pizza delivery restaurants, represented by the points A and B. Your task is to show how to determine the delivery area of each of these restaurants. (A house is counted in a restaurant’s delivery area if and only if it is closer to that restaurant than to the other.) A . B . 1.12

13. Pizza Delivery (Revisited) Activity 4: A new pizza delivery restaurant (C) opens in Smallville. What are the delivery areas of the three restaurants now? (A house is counted in a restaurant’s delivery area if and only if it is closer to that restaurant than the two others.) Explain your answer. A . C . B . 1.13

14. Pizza Delivery (Revisited) Activity 4: Use the ideas developed in the second Pizza Delivery task to answer the following question: How many regions are formed by the three perpendicular bisectors of the sides of ΔABC ? Why does the answer to this question imply that the perpendicular bisectors are concurrent? 1.14

15. Learning Intentions & Success Criteria Learning Intentions: We are learning to debrief a lesson and provide evidence for claims of student achievement. Success Criteria: We will be successful when we are ready to build a portfolio which incorporates a description of desired goals and outcomes of a lesson and provides evidence of student progress towards those goals and outcomes.

16. Homework & Closing Remarks Activity 4: • Homework: • Prepare your lesson portfolio, in light of today’s discussions. • Consider inviting administrators or other interested individuals from your district to our December 18 session. • Bring your portfolio on December 18, and be prepared to give a brief (10 minute) presentation to your colleagues and/or their guests. 1.16