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Welcome to the Ninth and Tenth Grade Training Session

Welcome to the Ninth and Tenth Grade Training Session. Presented by the CMSD Math Coaches. OBJECTIVES. SCHOOL NET TRAINING RETRIEVING DATA SCOPE AND SEQUENCE BENCHMARKS TEXTBOOK ALIGNMENT ACTIVITIES READING. School Net. Build a Custom Report for Class and/or Building (Benchmark Data)

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Welcome to the Ninth and Tenth Grade Training Session

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  1. Welcome to the Ninth and Tenth Grade Training Session Presented by the CMSD Math Coaches

  2. OBJECTIVES • SCHOOL NET TRAINING • RETRIEVING DATA • SCOPE AND SEQUENCE • BENCHMARKS • TEXTBOOK ALIGNMENT • ACTIVITIES • READING

  3. School Net • Build a Custom Report for Class and/or Building (Benchmark Data) • Review Student Data for Class and/or Building • https://cleveland.schoolnet.com/Authentication.aspx?mode=login

  4. SCOPE AND SEQUENCE • WHAT IS IT • WHY IT SHOULD BE USED • WHERE IS IT • HOW TO USE IT

  5. WHAT is the Scope and Sequence? • Three purposes of the Scope and Sequence Initiative • To create family friendly materials that assist families in understanding what their children should learn in our schools. • To create pacing charts for each grade and subject that assist school staff members in deciding what content to teach and when.

  6. WHAT is the Scope and Sequence? • Three purposes of the Scope and Sequence Initiative • To create student friendly learning charts to help students understand what they are expected to learn and when.

  7. WHY is the Scope and Sequence Important? • Four assumptions about this initiative • Research clearly indicates that student achievement is strongest when students clearly know and understand what they are expected to learn (see for example, Dillon, Edwards-Grove). • Both research and best practice demonstrate that student achievement and school/district achievement are highest when students are expected to learn a few key concepts well (see for example, Marzano, Tomlinson, & McTighe).

  8. WHY is the Scope and Sequence Important? • Four assumptions about this initiative • Teachers are professionals who know how to teach and should be given the authority and responsibility to do so. This work is NOT about creating a script that tells teachers what to teach on a day to day basis.

  9. WHY is the Scope and Sequence Important? • Four assumptions about this initiative • CMSD has a 35% student mobility rate and, because of declining enrollment, also has a high faculty mobility rate. A GENERAL ORDER of content is important so that every student has the opportunity to learn the material they are expected to learn REGARDLESS of where they go to school.

  10. HOW is the Scope and Sequence being launched? • Components to the Scope and Sequence Launch • The Scope and Sequence documents has been printed BY GRADE and BY SUBJECT and has been delivered to all school buildings. • It is also available electronically on School Net. • Each building principal should have received the electronic PDF version of the Scope and Sequence.

  11. HOW is the Scope and Sequence being launched? • Components to the Scope and Sequence Launch • Student classroom posters have been produced and have been delivered to schools. These posters are designed to show students what they are expected to know; to make learning explicit. Copies of the posters are also available in School Net.

  12. LATE SECOND QUARTER • 9.1.D – Connect physical, verbal and symbolic representations of integers, rational numbers and irrational numbers. • 9.1.E – Compare, order & determine equivalent forms of real numbers. • 9.1.F – Explain the effects of operations on the magnitude of quantities. • 9.1.G – Estimate, compute and solve problems involving real numbers, including ratio, proportion and percent, and explain solutions.

  13. LATE SECOND CONT’D • 9.1.I – Estimate, compute and solve problems involving scientific notation, square roots and numbers with integer exponents. Patterns, Function and Algebra • 9.4.E – Analyze and compare functions and their graphs using attributes, such as rates of change, intercepts and zeros.

  14. 9.4.F – Solve and graph linear equations and inequalities. • 9.4.H – Solve systems of linear equations involving two variables graphically and symbolically. • Ongoing Emphasis • MATHEMATICAL PROCESSES

  15. RESOURCES FOR YOU TO USE IN THE SCOPE AND SEQUENCE TO HELP YOU IN YOUR TEACHING THE BENCHMARKS

  16. School Net Resources • Activities • Lesson plans • Assessments Textbook alignment

  17. SPECIFIC BENCHMARK • LET’S TAKE ONE OF THE BENCHMARKS FOR LATE SECOND QUARTER • 9.1.i SCIENTIFIC NOTATION AND EXPONENTS

  18. WHERE HAS IT APPEARED ON THE OGT • 2009 #6 • 2008 #19,40 • 2007 #19, 26, 28 • 2006 #43 • 2005 #40 • 2004 #8

  19. HOW ARE OUR STUDENTS DOING ON THIS BENCHMARK? • Align Tab • School • Teacher • Item analysis

  20. USING SUCCESS PORTAL TO FIND COMMON ERRORS • KNOW YOUR SCHOOLS NUMBERS • WHAT PERCENT ANSWERED A, B C, OR D • GO TO SUCCESS PORTAL FOR INFORMATION ON WHY THE STUDENT ANSWERED THE QUESTION WRONG.

  21. ACTIVITIES

  22. Scientific Notation Video • http://www.molecularexpressions.com/primer/java/scienceopticsu/powersof10/index.html

  23. ACTIVITIES • Scientific Notation Puzzle • Scientific Cards Line Up Activity • Individual Problems • Group Problems

  24. PUZZLES CONNECT THE DOTS PUZZLE • http://www.mathnstuff.com/papers/condots/scien.htm • http://www.mathnstuff.com/papers/condots/sciena.htm

  25. SCIENTIFIC CARD ACTIVITY • PLEASE LINE YOURSELVES IN ORDER FROM LOWEST TO HIGHEST 2. FORM A PAIR, STARTING WITH THE SMALLEST NUMBER WITH THE LARGEST NUMBER, SECOND LOWEST NUMBER WITH THE SECOND HIGHEST NUMBER, ETC

  26. PUZZLE • EACH PAIR WILL RECEIVE A PUZZLE SET IN AN ENVELOPE. • YOUR JOB IS TO REASSEMBLE THE 16 SMALL SQUARES TO MAKE A LARGER SQUARE. • WHERE EDGES MEET, THE COMPUTATION PROBLEM WILL MATCH ITS SOLUTION.(10 MIN)

  27. GROUP SHARE PROBLEMS • EACH GROUP WILL NOW RECEIVE A HANDOUT. • YOUR JOB IS TO SOLVE THE ASSIGNED QUESTION AND BE PREPARED TO EXPLAIN TO THE GROUP.

  28. INDIVIDUAL PROBLEM • ASSUME THERE ARE 20,000 RUNNERS IN THE NYC MARATHON. EACH RUNNER RUNS 26 MILES. IF YOU ADD TOGETHER THE TOTAL MILES FOR ALL RUNNERS, HOW MANY TIMES AROUND THE EARTH WOULD THE RUNNERS HAVE GONE? • (CIRCUMFERENCE OF EARTH IS 2.5 X 10^4 MILES) • PAIR SHARE

  29. Article • “Never Say Anything a Kid Can Say”

  30. E-mail Addresses • Mary.A.Ulatowski@cmsdnet.net • Dianthia.Gilmore@cmsdnet.net Send us a copy of your contact with your new e-mail partner. Hello, I met you at the Math PD sessions.

  31. EXIT PASSES • ANOTHER WAY TO SEE IF YOUR STUDENTS GOT THE MESSAGE • VOCABULARY • GIVE NUMBER AND HAVE THEM WRITE IT IN SCIENTIFIC NOTATION

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