12.1 WELCOME TO COMMON CORE HIGH SCHOOL MATHEMATICS LEADERSHIP 2014-2015 SCHOOL YEAR SESSION 12 • 18 MAR 2015 SAMPLING, VARIABILITY, AND PROPORTION (OH MY)
Jan 19, 2016
12.1
WELCOME TO COMMON CORE HIGH SCHOOL MATHEMATICS LEADERSHIP2014-2015 SCHOOL YEAR
SESSION 12 • 18 MAR 2015SAMPLING, VARIABILITY, AND PROPORTION (OH MY)
12.2
TODAY’S AGENDA
Grade 11, Lessons 14 and 15: Sampling Variability in the Sample Proportion
Reflection on the Lesson
Break
Discussing the Curriculum Essential Element from P2A
Sharing our classroom artifacts: Exploring MTP2, 4, and 5
Closing remarks & For Next Time
12.3
LEARNING INTENTIONS AND SUCCESS CRITERIA
We are learning to…
Understand the meaning of curriculum and how it relates to access and equity
Understand Mathematics Teaching Practices 2, 4, and 5Understand the term “sampling variability” and connect it
to accuracy when estimating population proportion
12.4
LEARNING INTENTIONS AND SUCCESS CRITERIA
We will be successful when we can:
Identify our curricular priorities and connect to access and equity issues
Identify aspects MTP 2, 4, and 5 in our instructional artifacts
Describe the effects of sample size on variabilityDescribe the relationships between standard deviation,
sampling distribution, sample proportion, and population proportion
12.5
ADMINISTRIVIA
Next two sessions will remain in South Milwaukee by popular demand
We do have some seats available for new colleagues this summer
If you have not scheduled a coaching visit… do so!
Those taking the school year class for graduate credit: Please review the Teaching and Learning Case Study assignment on the
syllabus
We will spend some time at our last meeting sharing poster displays of the assignment
12.6
ACTIVITY 1
SAMPLING VARIABILITY IN THE SAMPLE PROPORTION
ENGAGENY GRADE 11, LESSONS 14-15
12.7
ACTIVITY 2REFLECTING ON THE LESSON
12.8
ACTIVITY 2REFLECTING ON THE LESSON
What aspects of the 8 Mathematics Teaching Practices did you see (or not see) as we taught the lesson?
In what ways did this lesson attend to issues of Access and Equity?
Break
12.10
ACTIVITY 3
CURRICULUM
PRINCIPLES TO ACTIONS: ESSENTIAL ELEMENTS
12.11
ACTIVITY 3 ESSENTIAL ELEMENT OF CURRICULUM
With respect to curriculum: what is working well in your district, and what would you like to change? Pay specific attention to
issues of access and equity as you consider your response.
12.12
ACTIVITY 3 ESSENTIAL ELEMENT OF CURRICULUM
Using your written response as a starting point, discuss:
What is meant by curriculum?
Read and consider the high school mathematics paragraphs on page 75
“Standards are the ends. … The curriculum is the means.” (Page 70) If the SMP are the ends, how do I determine the means?
After your discussion, how might you revise your written response?
12.13
12.14
ACTIVITY 4
SHARING OUR ARTIFACTS
CONNECTING TO THE P2A MATHEMATICS TEACHING PRACTICES
12.15
ACTIVITY 4 CONNECTING ARTIFACTS AND MATH TEACHING PRACTICES
Choose one of three highlighted math teaching practices.
Use the language in the P2A tables to connect to your classroom artifacts.
Why did you choose the task you chose?
How does the task fit into the unit in which you are working?
1. Establish mathematics goals to focus learning
2. Implement tasks that promote reasoning and problem solving
3. Use and connect mathematical representations
4. Facilitate meaningful mathematical discourse
5. Pose purposeful questions6. Build procedural fluency from conceptual
understanding7. Support productive struggle in learning
mathematics8. Elicit and use evidence of student thinking
12.16
FOR NEXT TIME
Complete the problem set for Grade 11, Lessons 14 and 15
Read the Tools & Technology and Assessment Essential Elements in P2A (pp. 78-98)
Respond to the following prompt:Focusing on tools & technology and assessment: discuss ways in which your district’s use of tools, tech, and assessment are well-aligned with issues of curriculum, access, and equity, and ways in which they are not well-aligned.
Bring in artifacts for analysis and discussion.