PUHSD February 9, 2012

Data Dialogue

• Sign In • Complete Item

Analysis tool • Make predictions for

data (Data Dialogue prompts)

AQT/GQT PLC

PUHSD February 9, 2012

TI-Nspire Activity • Turn calculator on • Click 5 Settings• Click 5 Login • Sign into the

calculator with your given username and password

• Answer the quick poll and hit submit. Then you can log out and share the calculator with another team member

Data-Driven Dialogue

What do you predict to be the most missed? • Pick one the of the most missed

items and analyze the question •What was the student misconception?

•How can you address the misconception?

•What task would support developing this concept?

PUHSD CurriculumCCSS AZ 2010 standards

http://puhsdmath.ning.com

PUHSD Implementation Plan

How do you create rich learning experiences that meet the demand of CCSS?

CSSS Mathematical Tasks

CCSS {Student} Mathematical Practices• The Common Core

proposes a set of Mathematical Practices that all teachers should develop in their students. These practices are similar to the mathematical processes that NCTM addresses in the Process Standards in Principles and Standards for School Mathematics.

CCSS Mathematical Practice • Your table is assigned a specific mathematical

practice. •

Student Actions Teacher behaviors needed to help facilitate this practice

Lesson Planning Secret # 1: How was students’ prior knowledge addressed in creating the lesson?

Lesson Planning Secret # 2: How much of the lesson / material was covered through student exploration or student questioning (instead of didactic lecture)?

Lesson Planning Secret # 3: What kinds of varied activities were used to engage students and stimulate intellectual rigor? Lesson Planning Secret # 4: What kinds of in class formative assessments were used to form the lesson as well as evaluate the effectiveness of the lesson? 

Lesson Planning Secret # 5: Reflect on the depth of conceptual understanding of the content demonstrated by the students. • How did the lesson provide for high

cognitive demand task opportunities? Lesson Planning Secret # 6: Reflect on the processes that students were asked to use to manipulate information, arrive at conclusions, and evaluate knowledge claims. • How do students communicate their ideas to each other?

Lesson plans 6 secrets to

lesson planning

Mathematical Tasks

Goal 1: What are rich mathematical tasks? • How can we encourage higher-order thinking

skills? How do tasks support problem-solving?

Goal 2: How do we implement rich mathematical tasks in the classroom?• What questioning strategies do we use? • What do teachers do to support learners engaging

in rich mathematical tasks?

Tasks http://illustrativemathematics.org/

1. If you graph the ordered pairs (d, F) from the table, they lie on a line. How can you tell this without graphing it?

2. Prove that the line in question 1 has equation:

3. What do the 2.25 and the 1.5 in the equation represent in terms of taxi rides?

2.25 1.5F d

Questioning

4 Strategies to modify our current questioning practices – This is a starting point to engage in the CCSS Mathematical practices

Here is the answer, what could the question be?

Make up your own

What if? All answers

Here is the answer, what could the question be?

The roots of an equation are 2 and

3. What is the equation?

Make up your own

Create three problems that you need to apply two or more properties

of exponents to simplify. Be sure to

justify why you need to apply those

properties.

What if?

What if I changed the value of a to a

number greater that 1? What would

happen to the graph?

All answers

How many possible solutions are there?

2y ax bx c

Mathematical Practice #1

Focus on Mathematical Practices #1Team Planning Questions that Promote CCSS Mathematical Practices  As we develop common tasks and problems to be used during the unit, we should consider:

• Is the problem interesting to students?• Does the problem involve meaningful mathematics?• Does the problem provide an opportunity for students to apply and

extend mathematics?• Is the problem challenging for students?• Does the problem support the use of multiple strategies or

pathways for solution?• Will students’ interactions with the problem and with peers reveal

information about students’ mathematics understanding?CCSS in a PLC (2012)

PLC commitments from August • Three PLC dates (September,

February and April) • Register for testing on the ning • If you are new to AQT/GQT, submit a

pacing calendar and syllabus for course approval by Friday October 28th.

• Students take Midterm in late December or early January and you must bring all student work with you to the February meeting

PLC commitments • Next PLC date is April 17 or 19th. • Complete spreadsheet and return to

Mona electronically by Thursday 3/29/12

• Answer documents and 1 copy of the exam will be distributed at the April PLC and you or a representative must attend

• What are three things I learned?

• What are two things I would like to more about?

• What is one thing that I am still confused about?

Reflection AQT/GQT