TWO TRUTHS AND A LIE...Write two truths and a lie about yourself (non-obvious) on the sticky note...

TWO TRUTHS AND A LIE

Write two truths and a lie about yourself (non-obvious) on the sticky

note provided to you. Share your three items (whole group) and the

group will try to guess which is the lie.

My Two Truths and a Lie:

▪ I am a self-taught musician.

▪ I have participated in several slam dunk competitions.

▪ I taught evening College Algebra classes at Southwest Community

College.

TWO TRUTHS AND A LIE

Write two truths and a lie about yourself (non-obvious) on the sticky

note provided to you. Share your three items (whole group) and the

group will try to guess which is the lie.

My Two Truths and a Lie:

▪ I am a self-taught musician.

▪ I have participated in several slam dunk competitions.

▪ I taught evening College Algebra classes at Southwest Community

College.

MATHEMATICS

QUARTER 2: UNWRAPPED & ALIGNMENTALGEBRA I

iZone High School Monthly Collaborative

Douglass High School

September 25, 2018

Dr. William Kinard III, Instructional Curriculum Advisor

BE PRESENT

CONTRIBUTE

RESPECT EACH OTHERS TIME

STUDENT CENTERED IDEAS

POSITIVE INTERACTIONS

Meeting Norms

WE ARE ONE, THE IZONE!!!

VISION & MISSION

The iZone High School Instructional Support Team's VISION is to be a

highly valued team that provides effective content and pedagogical

support for teachers to increase student achievement that leads to

college and career readiness, lifelong learning, and productive citizenship.

Our MISSION is to provide data-driven instructional support through

content coaching and professional development that increases teacher

capacity. Building positive relationships, communicating effectively,

embracing diversity, and engaging in on-going reflective practices are the

cornerstones of this work.

GOAL OF THE IZONE

We must move our schools from the bottom 5%

to the top 25%!!! To accomplish this, we must

ensure that effective instruction takes place

EVERYDAY and in EVERY school.

DOUBLE-DIGIT AMO GAINS!!!

SESSION GOALS

Know

Participants will know how to use and customize the components of the mathematics curriculum and

resources aligned to the TN Mathematics Standards.

Understand

Participants will understand the need to conduct pre-work and utilize curriculum resources, with integrity and

fidelity, to ensure proper instruction aligned to the content, level, and rigor of the standards.

Do

Teachers will unpack the first half of the Quarter 2 curriculum to determine assessment question alignment,

connect TN-ready style questions to the curriculum, and determine the specific components of the lesson

necessary to reach the intended level of rigor of the standards.

AGENDA

Ice Breaker (5 min.)

Backwards Mapping with Mid-Module 3 Assessment (20 min.)

Standards Aligning to TNReady Questions (15 min.)

Module/Topics Overview (15 min.)

Lesson Alignment/Annotation (30 min.)

Closing/Reflection (5 min.)

BACKWARDS MAPPING THE ASSESSMENT

RATIONALE

Assist with the proper implementation of the Eureka Curriculum

Address any concerns around the Eureka Curriculum

Use of Misaligned External Resources

Use of Misaligned Teacher-Created Resources

RESOURCES

Algebra I Comparison Document

Eureka Remediation Tools: Algebra I

A Progression Towards Mastery Document

Algebra I Remediation Guide

SCS CFAs

TNReady Assessment Blueprint

Algebra I: Year-at-a-Glance

Algebra I Pacing Calendar

School Standards Analysis

Eureka Module Assessments

LET’S GET THE JUICES FLOWING…

Each teacher was emailed one question to complete from Module 3

Mid-Module Assessment.

Find the teacher who has the same question as you.

You will discuss your notices, wonderings, and information found on the

next slide. Be prepared to share out with whole group.

BACKWARDS MAPPING WITH

MID-MODULE 3 ASSESSMENT…(15 MIN)

• Teachers will present work for their question.

• Discussion should include:

• Teacher completed work

• Standard attached to the question

• Misconceptions that may arise from students

• Concepts that must be taught to master the question

• Lesson(s) from Module 3 attached to the question that will ensure mastery.

• Notices & Wonderings

EVALUATING STUDENT LEARNING OUTCOMES…

A Progression Toward Mastery is provided with each module assessment:

It describes steps that illuminate the understandings that students develop

on their way to proficiency.

It is presented from left (Step 1) to right (Step 4), which we will refer to as

Below, Approaching, On Target & Mastery.

Learning goal for students is to achieve Step 4 mastery.

These steps are meant to help teachers and students identify and celebrate

what the students CAN do now and what they need to work to reach

mastery.

TNREADY INSTRUCTIONAL FOCUS DOCUMENT

TNREADY ALIGNMENT

TNREADY ALIGNMENT

• F.IF – Interpreting Functions

• F.BF – Building Functions

• F.LE – Linear, Quadratic, and Exponential Models

Algebra I Domains (for Mid- Module 3)

2018-2019 TNReady Blueprint

Summarize the Table of Contents:

- What is the title of this Module ?

- What topics are covered in this module before Mid-module

Assessment?

- What standards are covered in this module?

- How many lessons are covered before Mid-module Assessment?

- What is the progression of the topics in the module? How do they

flow, if applicable?

Module Overview

TNReady Instructional Focus Document

32

Quarter 2 – Module 3 Standards from TNReady

In earlier grades, students defined, evaluated, and compared functions and

used them to model relationships between quantities (8.F.A.1, 8.F.A.2, 8.F.A.3,

8.F.B.4, 8.F.B.5). In this module, students extend their study of functions to

include function notation and the concepts of domain and range. They

explore many examples of functions and their graphs, focusing on the

contrast between linear and exponential functions. They interpret functions

given graphically, numerically, symbolically, and verbally; translate between

representations; and understand the limitations of various representations.

Module Overview

STANDARDS FOR MATHEMATICAL PRACTICES

▪ List and give a brief description of the standards. (Note

any changes to standard coding and omitted standards).

Foundational and Focus Standards

▪ Specifically mention unfamiliar terminology.

▪ List important vocabulary.

▪ List suggested tools, models, and representations that

should be used in this module.

Terminology and Suggested

Tools and Representaions

▪ Topic title and description

▪ Topic Standards

▪ How many lessons are in the topic? What are the types of lessons?

▪ How do the lessons within the topic interrelate?

▪ How does the topic relate to the big idea of the module and previous

topic(s)?

Topic Overview

In Topic A, students explore arithmetic and geometric sequences as an

introduction to the formal notation of functions A1.F.IF.A.1, A1.F.IF.A.2

(formerly F-IF.A.1, F-IF.A.2). They interpret arithmetic sequences as linear

functions with integer domains and geometric sequences as exponential

functions with integer domains A1.F.BF.A.1a (formerly F-IF.A.3, F-BF.A.1a). F-

IF.A.3 is no longer tested in Algebra I; moved to Precalculus. Students

compare and contrast the rates of change of linear and exponential

functions, looking for structure in each, and distinguishing between additive

and multiplicative change A1.F.IF.B.5, A1.F.LE.A.1, A1.F.LE.A.2, A1.F.LE.A.3

(formerly F-IF.B.6, F-LE.A.1, F-LE.A.2, F-LE.A.3).

Module Overview Topic A

Module Overview Topic A

In Topic B, students connect their understanding of functions to their

knowledge of graphing from Grade 8. They learn the formal definition of a

function and how to recognize, evaluate, and interpret functions in abstract

and contextual situations A1.F.IF.A.1, A1.F.IF.A.2 (formerly F-IF.A.1, F-IF.A.2).

Students examine the graphs of a variety of functions and learn to interpret

those graphs using precise terminology to describe such key features as

domain and range, intercepts, intervals where the function is increasing or

decreasing, and intervals where the function is positive or negative A1.F.IF.A.1,

A1.F.IF.B.3, A1.F.IF.B.4, A1.F.IF.C.6a (formerly F-IF.A.1, F-IF.B.4, F-IF.B.5, F-

IF.C.7a).

Module Overview Topic B

Module Overview Topic B

LESSON ANNOTATIONS MODULE 3

TOPIC A

You will be grouped (in pairs of 2-3) to annotation lessons from Module 3 –Topic A.

Lesson Annotations – Module 3 –Topic A

▪ Lesson #

▪ What standard(s) are addressed in this lesson?

▪ What are the Standards for Mathematical

Practices are evident?

▪ What is the key concept or idea of the lesson?

(objective/student outcome)

How does the lesson connect to the big idea of

the module?

▪ Which portions of the Lesson will be Must Do,

Could Do, Extension?

▪ What possible misconceptions might students

have about the lesson?

▪ What strategies will students use to summarize

the lesson?

▪ What questions from the Exit Ticket that do

not appear on Mid and End of Module

Assessments?

M3 Week 1 Lessons

M3 Week 1 Lessons

QUESTIONS

CONTACT

Dr. William Kinard III

(662) 601-613-7478

kinardwv@scsk12.org

www.izonehighschoolteam.weebly.com

SURVEY

https://docs.google.com/forms/d/e/1FAIpQLSfobIc7Kka4hFX

7dAlPAi1IGY-tC0g4Ksjh0bmvV36fr5ttoQ/viewform