Take a few minutes to complete the survey on your desk.

1. Take a few minutes to complete the survey on your desk.

2. Unpacking the standards2nd Quarter Mathematics collaborative High School: Algebra I Algebra II Geometry September 18, 2015

3. objective • To strengthen the teaching and learning of mathematics by • - Examining effective mathematics teaching practices • - Identifying the skills and concepts that are embedded in the 2nd quarter standards • - Developing an understanding of how to use Eureka Math modules and other resources to plan rigorous, engaging lessons that are fully aligned to the current standards

4. rationale • “Mathematics learning is an active process, in which each student builds his or her own mathematical knowledge from personal experiences, coupled with feedback from peers, teachers and other adults, and themselves.” • Research from both cognitive science (Mayer 2002; Bransford, Brown, and Cocking 2000; NationalResearch Council 2012a) and mathematics education (Donovan and Bransford 2005; Lester 2007)

5. rationale • Learners should have experiences that enable them to— • • engage with challenging tasks that involve active meaning making and support meaningful learning • • connect new learning with prior knowledge and informal reasoning and, in the process,address preconceptions and misconceptions • • acquire conceptual knowledge as well as procedural knowledge, so that they can meaningfully organize their knowledge, acquire new knowledge, and transfer and apply knowledge to new situations

6. rationale • Learners should have experiences that enable them to— • • construct knowledge socially, through discourse, activity, and interaction related to meaningful problems • • receive descriptive and timely feedback so that they can reflect on and revise their work, thinking, and understandings • • develop metacognitive awareness of themselves as learners, thinkers, and problem solvers, and learn to monitor their learning and performance.

7. Eight Mathematics Teaching practices • Practices that represent a core set of high-leverage practices and essential teaching skills necessary to promote deep learning of mathematics.

8. OVERVIEW OF THE MATHEMATICS TEACHING PRACTICES • MTP 1 Establish mathematics goals to focus learning. • MTP 2 Implement tasks that promote reasoning and problem solving. • MTP 3 Use and connect mathematical representations. • MTP 4 Facilitate meaningful mathematical discourse. • MTP 5 Pose purposeful questions. • MTP 6 Build procedural fluency from conceptual understanding. • MTP 7 Support productive struggle in learning mathematics. • MTP 8 Elicit and use evidence of student thinking.

9. MTP 1 • Establish mathematics goals to focus learning. • Effective teaching of mathematics establishes clear goals for the mathematics that students are learning, situates goals within learning progressions, and uses the goals to guide instructional decisions.

11. Mtp 2 • Implement tasks that promote reasoning and problem solving. • Effective teaching of mathematics engages students in solving and discussing tasks that promote mathematical reasoning and problem solving and allow multiple entry points and varied solution strategies.

13. Mtp 3 • Use and connect mathematical representations. • Effective teaching of mathematics engages students in making connections among mathematical representations to deepen understanding of mathematics concepts and procedures and as tools for problem solving.

16. Mtp 4 • Facilitate meaningful mathematical discourse. • Effective teaching of mathematics facilitates discourse among students to build shared understanding of mathematical ideas by analyzing and comparing student approaches and arguments.

18. Levels of Classroom Discourse

20. Mtp 5 • Pose purposeful questions. • Effective teaching of mathematics uses purposefulquestions to assess and advance students’ reasoning and sense making about important mathematical ideas and relationships.

22. Mtp 6 • Build procedural fluency from conceptual understanding. • Effective teaching of mathematics builds fluency with procedures on a foundation of conceptual understanding so that students, over time, become skillful in using procedures flexibly as they solve contextual and mathematical problems.

24. Mtp 7 • Support productive struggle in learning mathematics. • Effective teaching of mathematics consistently provides students, individually and collectively, with opportunities and supports to engage in productive struggle as they grapple with mathematical ideas and relationships.

26. Mtp 8 • Elicit and use evidence of student thinking. • Effective teaching of mathematics uses evidence of student thinking to assess progress toward mathematical understanding and to adjust instruction continually in ways that support and extend learning.

28. TEM Alignment • Work with a partner… • Review the Mathematics Teaching Practices on your desk. • Identify where these practices align to the TEM 4.0 Rubric. • Write your findings on the TEM alignment chart.

29. Our findings

30. Think about it • Of the eight Mathematics Teaching Practices, which one will you commit to implement immediately? • You and your assigned mathematics coach will discuss this further.

31. objectives • To strengthen the teaching and learning of mathematics by • - Examining effective mathematics teaching practices • - Identifying the skills and concepts that are embedded in the 2nd quarter standards • - Developing an understanding of how to use Eureka Math modules and other resources to plan rigorous, engaging lessons that are fully aligned to the current standards

32. 2nd Quarter Standards • Algebra I • Algebra II • Geometry

33. Algebra • F-LE.A.2 Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table). • Algebra I : Tasks are limited to constructing linear and exponential functions in simple context (not multi-step). • Algebra II : Tasks will include solving multi-step problems by constructing linear and exponential functions.

34. Embedded Skills • Recognize arithmetic sequences can be expressed as linear functions. • Recognize geometric sequences can be expressed as exponential functions. • Construct linear functions, including arithmetic sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table). • Construct exponential functions, including geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).

35. Resources • Eureka Module 3: Linear and Exponential Functions • Khan Academy

36. Edulastic

37. Work session • Work within your group to do the following for your assigned standards: • Identify the objective(s) embedded in the standard • Discuss which elements of the Eureka Module(s) can be used to teach this standard • Go to the izonemathematicstop25.weebly.com website and identify additional resources that could be used to teach this standard