Transcript School Year Session 1: September 18, 2013 Shopping for Student Engagement 1.1 Agenda • • • • • • • • Introductions and administrative details Goals for the year Supermarket carts task Connecting to standards Break Cognitive.

School Year Session 1: September 18, 2013
Shopping for
Student Engagement
1.1
Agenda
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Introductions and administrative details
Goals for the year
Supermarket carts task
Connecting to standards
Break
Cognitive demand
Focal standards for mathematical practice
Homework and closing remarks
1.2
Welcome
Introduce yourself to your table partners:
• Where do you teach?
• What do you teach?
• What is your experience/background with the
CCSSM?
• What was your most important takeaway from
the CCHSM summer institute?
1.3
Professional Norms for Our Work
Start on Time  End on Time
Name Tags
Silence cell phones.
No texting or Wi-Fi.
Attention signal
Raise hand!!
No sidebar
conversations . . .
Breaks
Common Core Leadership in Mathematics (CCLM),
Milwaukee Project
Food
• Snack sign up
• Lunch $$$
1.4
Restrooms
Goals for the School Year
Goal 1
Deepen content knowledge related to critical high school
conceptual categories in the CCHSM
Goal 2
Transform instruction through the Standards for
Mathematical Practice
Goal 3
Establish a collaborative professional community of
Grades 8-12 teachers within and across the partnership
districts.
1.5
Learning Intentions & Success Criteria
Learning Intentions:
We are learning to identify CCSSM standards and levels
of cognitive demand in mathematical tasks.
Success Criteria:
We will be successful when we can describe specific
CCSSM practice and content standards, and the level of
cognitive demand, within a mathematical task.
1.6
Activity 1:
Supermarket Carts
1.7
Activity 1:
Supermarket Carts
Referring to the handout,
• Create a rule that will tell you the length of
storage space needed when all you know is the
number of supermarket carts to be stored.
Define any variables you use, and show how you built your
rule; that is, show what data you drew upon and how you
used it.
• Now show how you can figure out the number
of carts that can fit in a storage space when all
you know is the length of the space.
1.8
Activity 2: Connecting to Standards
What one or two CCSSM content standards do
you see as being addressed in the Supermarket
Carts task?
1.9
Activity 2: Connecting to Standards
Read the Overview from the Grades 6-8 Expressions
and Equations progression document.
• Turn and talk: How does this document define
the terms variable, expression, and equation?
• How are these definitions relevant to the
Supermarket Carts task?
1.10
Activity 2:
Connecting to Standards
Individually reflect and answer the question on your
reflection sheet:
Which one or two of the Standards for
Mathematical Practice were most evident in
your work on the Supermarket Carts task?
1.11
Break
1.12
Activity 3:
Cognitive Demand
This set of 16 tasks are drawn from a variety of
high school mathematics texts and resources.
• Sort the tasks into two categories:
high level and low level
• With your small group, try to reach a
consensus on the categorization of the tasks.
• When you have reached consensus, record
your group’s responses at the front.
1.13
Activity 3:
Cognitive Demand
Are all high-level tasks the same?
• Is there an important difference between
Tasks I and J?
Are all low-level tasks the same?
• Is there an important difference between
Tasks H and K?
1.14
Activity 3:
Cognitive Demand
Lower-level demands
• Memorization
• Procedures without connections
Higher-level demands
• Procedures with connections
• Doing mathematics
1.15
Activity 3:
Cognitive Demand
Task A
Find the smallest positive integer
that has exactly 13 factors.
Task B
Factor the following polynomials:
a. x(x + 1) – 3(x + 1)
b. x2 + 5x + 6
c. 4x2 – 25
d. 27x3 + 8
Task O
In 1919, Babe Ruth hit the longest home run ever
recorded in major league baseball. In an exhibition game
between the Boston Red Sox and the New York Giants,
he sent the ball into a parabolic arc. The trajectory of the
ball is given by the equation y = x – 0.0017x2
where x represents the horizontal distance (in feet) and y
the vertical distance (in feet) of the ball from home plate.
Use your graphing calculator (the graph and calculate
buttons) to answer the following questions:
What was the greatest height reached by the ball?
How far from home plate did the ball land?
Task K
State the triangular and unit circle
definitions for sin σ, cos σ, and tan σ.
1.16
Activity 4:
Focal Standards for
Mathematical Practice
Reorganize into your district teams. With them:
• Consider and discuss the eight Standards for
Mathematical Practice.
• Select one or two of the SMP that you would
like to focus your reform efforts on across
your district team this year.
• As you discuss, consider what you might
collect as evidence of student engagement in
your focal SMPs.
1.17
Learning Intentions & Success Criteria
Learning Intentions:
We are learning to identify CCSSM standards and levels
of cognitive demand in mathematical tasks.
Success Criteria:
We will be successful when we can describe specific
content standards, practice standards, and the level of
cognitive demand within a mathematical task.
1.18
Activity 5:
Homework & Closing
Remarks
Homework:
•
Read the article Mathematics Performance Assessment: A New
Game for Students, by Ann Shannon and Judith Zawojewski.
•
Keep a collection of as many of the tasks you can that you use over
the next two weeks in one class.
•
In your set, identify one example of a high cognitive demand task,
and one example of a low cognitive demand task, that you have
used in your classroom between now and October 2.
•
Be ready to justify your selections, and your evaluation of the
cognitive demands of the tasks.
1.19