Session 1: Making Sense of the CCSSM

1. Session 1: Making Sense of the CCSSM Common Core High School Mathematics: Transforming Instructional Practice for a New Era 1.1

2. Agenda • Introductions and administrative details • MKT Assessment • CCSSM background • On the rebound • Reading MP1 and MP2 • Break • Selling Shoes • Reading A-CED.1-4 and A-SSE.1 • Homework and closing remarks 1.2

3. Welcome • Where do you teach? • What do you teach? • How long have you been teaching? • What is your experience/background with the CCSSM? • What do you hope to learn about the CCSSM from this project?

4. Professional Norms for Our Work Start on Time  End on Time Name Tags Silence cell phones.No texting or Wi-Fi. Attention signalRaise hand!! No sidebarconversations . . . • Food • Snack sign up • Lunch $$$ Restrooms Breaks 1.4 Common Core Leadership in Mathematics (CCLM), Milwaukee Project

5. Learning Intentions & Success Criteria Learning Intentions: We are learning to deepen our understanding of the Common Core State Standards and the implications for teaching and learning mathematics. Success Criteria: We will be successful when we can describe how the content standards and math practice standards are evident in the implementation of a mathematical task.

6. CCSSM Background Activity 1: 1.6

7. CCSSM Design Principles Coherence: Progressions based on mathematics and student learning. Understanding: Deep, genuine understanding of mathematics and ability to use that knowledge in real-world situations. Focus: Unifying themes and guidance on “ways of knowing” the mathematics. Image: www.kidsgeo.com/geology 1.7 MPES Conference 2011/D. Huinker

8. Standards for Mathematical Practice Standards for Mathematics Content CCSSM New Structure & New Terminology • Make sense of problems & persevere in solving them • Reason abstractly & quantitatively • Construct viable arguments & critique the reasoning of others • Model with mathematics • Use appropriate tools strategically • Attend to precision • Look for & make use of structure • Look for & express regularity in repeated reasoning K–8 Standards by Grade Level High School Standards by Conceptual Categories ________________________ • Domains • Clusters • Standards 1.8

9. Standards for Mathematical Practice 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. • 1. Make sense of problems andpersevere in solving them. • 6. Attend to precision. Reasoning and Explaining 4. Model with mathematics. 5. Use appropriate tools strategically. Modeling and Using Tools 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Seeing Structure and Generalizing 1.9 William McCallum, The University of Arizona

10. K-8 Domains & HS Conceptual Categories 1.10 William McCallum, The University of Arizona

11. CCSSM: Wisconsin • Adopted CCSSM on June 2, 2010 • Governing member of the Smarter Balanced Assessment Consortium (SBAC), with assessments to be rolled out in the 2014-2015 school year

12. CCSSM: Sample Assessments • SBAC website http://www.smarterbalanced.org/ • Partnership for Assessment of Readiness for College and Career (PARCC) website http://www.parcconline.org/ • Illustrative Mathematics http://www.illustrativemathematics.org/

13. On the Rebound Activity 2: • In small groups, conduct several trials where you drop a ball from a known initial height, and measure the rebound height. • For each ball, collect at least 5 pieces of data, with 5 different initial heights, and record your results as ordered pairs • (Initial height, Rebound height). • Plot your results on grid paper. 1.13

14. On the Rebound Activity 2: • For each of the balls you used, create an equation that predicts the rebound height for any given initial height. • For each ball, suppose that it is dropped from an initial height of 2 meters. How high does your equation predict will it rebound on the first bounce? • How could you use your equation to predict the rebound height on the 4th bounce? • Check your predictions for the 4th bounce by dropping each ball. 1.14

15. Reading MP1 and MP2 Activity 3: • Read the Standard for Mathematical Practice. • MP1. Make sense of problems and persevere in solving them. • Turn and talk: how did you see this practice standard in the activity you have just completed? 1.15

16. Reading MP1 and MP2 Activity 3: • Read the Standard for Mathematical Practice. • MP2. Reason abstractly and quantitatively. • Turn and talk: how did you see this practice standard in the activity you have just completed? 1.16

17. Break

18. Selling Shoes Activity 4: Imagine that you have a summer job selling shoes, and your manager (recognizing your mathematical ability) asks you to design a poster that will tell a salesperson what length of shoelace to select, for shoes with up to 15 pairs of lace holes. Your poster should show the relation between the length of shoelace and the number of lace holes in words, a table, a graph, and a rule. 1.18

19. Selling Shoes Activity 4: • How did you see MP1 and MP2 in this activity? • MP1. Make sense of problems and persevere in solving them. • MP2. Reason abstractly and quantitatively. 1.19

20. Reading A-CED.1-4 and A-SSE.1 Activity 5: • Read these content standards from the Algebra conceptual category. • Turn and Talk: How did you see these content standards in the activity you have just completed? • S-ID. Summarize, represent, and interpret data on two categorical and quantitative variables. 1.20

21. Learning Intentions & Success Criteria Learning Intentions: We are learning to deepen our understanding of the Common Core State Standards and the implications for teaching and learning mathematics. Success Criteria: We will be successful when we can describe how the content standards and math practice standards are evident in the implementation of a mathematical task.

22. Homework & Closing Remarks Activity 6: • Homework (to be included in journal): • Day 1 Math Task: Bernardo and Sylvia play a game • Day 1 Class Reflection 1.22