Common Core High School Mathematics: Transforming Instructional Practice for a New Era

Common Core High School Mathematics:Transforming Instructional Practice for a New Era

School Year Session 7: December 4, 2013

Lesson Outcomes: Claims and Evidence

1.1

Agenda

• Registration• Lesson debrief• Break• Portfolio planning• Pizza delivery (revisited)• Homework and closing remarks

1.2

Learning Intentions & Success Criteria

Learning Intentions:

We are learning to debrief a lesson and provide evidence for claims of student achievement.

Success Criteria:

We will be successful when we are ready to build a portfolio which incorporates a description of desired goals and outcomes of a lesson and provides evidence of student progress towards those goals and outcomes.

1.3

1.4

RegistrationActivity 1:

We will use the computers in the library to access the UWM registration system.

Please make sure you have your UWM ID and any other information you need to complete the registration process.

1.5

Lesson DebriefActivity 2:

In your assigned groups, follow the Case Stories Protocol to provide feedback to your peers on their completed lesson and student work.

The process should take 15-18 minutes for each storyteller.

1.6

Lesson DebriefActivity 2:

1. Storyteller describes the task, the plan, and proposed evidence of focal SMP• Listeners use T-chart to record what they

are noticing and what they are wondering2. Listeners presents their noticings and

wonderings• Storyteller listens and takes notes

3. Storyteller responds to noticings and wonderings

5 minutes

5 minutes

5 minutes

Break

1.12

1.8

Portfolio PlanningActivity 3:

In your assigned groups, discuss:

• What evidence have you collected that students met, or made progress towards, the goals and outcomes of your lesson?

• How does your evidence align with the frameworks we have discussed in class this semester?

• How can you best present that evidence in your portfolio?

(The process should take approximately 12-15 minutes for each presenter.)

1.9

Portfolio PlanningActivity 3:

1.10

Portfolio PlanningActivity 3:

1.11

Portfolio PlanningActivity 3:

1.12

Pizza Delivery (Revisited)Activity 4:

The town of Smallville has only 2 pizza delivery restaurants, represented by the points A and B. Your task is to show how to determine the delivery area of each of these restaurants. (A house is counted in a restaurant’s delivery area if and only if it is closer to that restaurant than to the other.)

A .B .

1.13

Pizza Delivery (Revisited)Activity 4:

A new pizza delivery restaurant (C) opens in Smallville. What are the delivery areas of the three restaurants now? (A house is counted in a restaurant’s delivery area if and only if it is closer to that restaurant than the two others.) Explain your answer.

A .B .

C .

1.14

Pizza Delivery (Revisited)Activity 4:

Use the ideas developed in the second Pizza Delivery task to answer the following question:

How many regions are formed by the three perpendicular bisectors of the sides of ΔABC ?

Why does the answer to this question imply that the perpendicular bisectors are concurrent?

Learning Intentions & Success Criteria

Learning Intentions:

We are learning to debrief a lesson and provide evidence for claims of student achievement.

Success Criteria:

We will be successful when we are ready to build a portfolio which incorporates a description of desired goals and outcomes of a lesson and provides evidence of student progress towards those goals and outcomes.

1.15

1.16

Homework & Closing Remarks

Homework:• Prepare your lesson portfolio, in light of today’s

discussions.

• Consider inviting administrators or other interested individuals from your district to our December 18 session.

• Bring your portfolio on December 18, and be prepared to give a brief (10 minute) presentation to your colleagues and/or their guests.

Activity 4: