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Implementing the Common Core State Standards, 8 th Grade, Day 2

Implementing the Common Core State Standards, 8 th Grade, Day 2. Muskegon Tuesday, August 23, 2011. Welcome Back - Day 2. We are pleased you have joined us for the next two days. Although we will be starting shortly;

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Implementing the Common Core State Standards, 8 th Grade, Day 2

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  1. Implementing the Common Core State Standards, 8th Grade, Day 2 Muskegon Tuesday, August 23, 2011

  2. Welcome Back - Day 2 • We are pleased you have joined us for the next two days. Although we will be starting shortly; So we want to get you thinking about congruence, one of the topics of the day. • Please work through problem #1 of the handout at your table titled, “ Gearing Up for the Common Core State Standards in Mathematics, Sample Tasks on Congruence.” If time allows, please continue through both pages.

  3. Gearing Up for the Common Core State Standards in Mathematics Sample Tasks on Congruence • #1 The triangle in the upper left of the picture below has been reflected across a line into the triangle in the lower right of the picture. Use a straightedge and a compass to construct the line across which the triangle was reflected.

  4. Focus of the Day 2: • GEOMETRY (Measurement) Content Standards - Transformations, Similar, and Congruent Figures - Pythagorean Theorem - Volume • Developing Mathematical Practice Standards in students.

  5. Thinking About the CCSS and MP • When working through the Congruence Assessments, any thoughts?

  6. Developing Rules for Translations

  7. The structure of the Lesson: “Developing Rules for Translations” • Complete the first problem. • What did you notice? • Analyze the rest of the lesson, what did you notice? • Structure of lesson? Making Predictions, generalizing?

  8. Reflections

  9. Investigating Reflections • Handouts: “Another Look at Reflections” patty paper, colored pencil • Complete the first problem, what do you notice? • Make predictions. • Statements about Reflections

  10. Building Knowledge Handout, “ Reflections and Translations” • Review this document. What did you notice? • How would you use this documents in your classroom?

  11. 1. Graph triangle OLM • Trace triangle OLM on patty paper. • 3, Label the coordinates inside the triangle and cut it out. Rotations 4. Draw angle MOM’. Give the measure of this angle. _________ 5. Using your cut out of triangle OLM, rotate triangle OLM 90 degrees counterclockwise around the center (0,0) Graph triangle O’L’M’ and give the new coordinates. Point Coordinate O (0,0) L (10,0) M (6,5) Point Coordinate O’ L’ M’

  12. Assessment Opportunities • Visual Organizer (Representation Star) • Formative Assessment Lesson: Mary Blouk, “Representing and Combining Transformations” • Triangle Translation Constructed Response.

  13. Identifying the CCSS and MP • Use the CCSS cards at your table. • Find any content standards that match the content in the lesson. • Use the Menu Cards at your table. • Find two MP that are structured into this lesson that help your students demonstrate the practice.

  14. Dilations – Making Meaning Hershey Bar: • Consider the two pieces of candy at your table. One piece of a bar, and one whole Hershey bar. • Question: Are these two shapes proportional? • Use two different strategies to support your solution.

  15. Dilations: Making Connections Building a Triangle Activity • Using the pre-image of the triangle, build a triangle using the scale factor you were assigned. • Comparing, greatest to least. • Organize on a graph. Dilation point is the origin. 3 in 4 inches

  16. Dilation Activity • What do you notice? - Figures - Graph - Proofs - The Ramp Problem Revisit the GLCE of Proof of Similarity. How can the GLCE be investigated using the Dilation Activities?

  17. Reading: Thinking Through A Lesson Making Student Thinking Public • Building a Lesson - Launch - Explore - Discussion • Using the Protocol for Classroom Discussion think through a lesson using the Hershey Activity or the Build a Triangle Activity.

  18. Connections to the CCSS and MP “Implementing the Common Core State Standards” Table • Individually ( 10 minutes) Find the CCSS and MP that you can address using the geometry activities explored during the morning session. • Table Talk (10 minutes) What did you notice? Ideas on structuring the lessons to have your students demonstrate the MP?

  19. Formative Assessment Lesson Calculating Volumes of Compound Objects “Glasses” • Explore this lesson. • Planning, Launch, Explore. Discussion • Explore the site: map.mathshell.org

  20. Changes in MEAP Assessment • Smarter Balanced Consortium • Updates • An example of a constructed response: “Proofs of the Pythagorean Theorem?” • What CCSS and MP are assessed?

  21. Summary Thoughts of the Day • 4 Quadrant Reflection • Parking Lot • Session Formative Assessment – Guide Instruction for Day 3

  22. Conclusion The promise of standards These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states to work together to build on lessons learned from two decades of standards based reforms. It is time to recognize that standards are not just promises to our children, but promises we intend to keep.

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