Public Schools of Robeson County Public Schools of Robeson County Common Core State Common Core State Standards Standards 6 – 12 Mathematics 6 – 12 Mathematics SESSION 5 SESSION 5 March 23, 2012 8:00-11:00am Welcome Back!!! Aaron Locklear Curriculum Specialist, LSHS Catrina Bailey Curriculum Specialist, SRHS Annette Kenworthy Mathematics teacher, PSHS
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Public Schools of Robeson County Common Core State Standards 6 – 12 Mathematics SESSION 5 March 23, 2012 8:00-11:00am Welcome Back!!! Aaron Locklear Curriculum.
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Public Schools of Robeson CountyPublic Schools of Robeson County
Common Core State StandardsCommon Core State Standards6 – 12 Mathematics6 – 12 Mathematics
Compare and contrast the CCSS lesson “Discovering the formula for Area of a Circle” to the traditional style of teaching
Think-Pair-Share 1) Think silently for one minute2) Share with your fist/palm partner 3) Share with the group
Sequence of SessionSequence of SessionStarterSession LogisticsReview of 8 Mathematical PracticesRevised Bloom’s Taxonomy Rigor in Common Core StandardsTOTAL INSTRUCTIONAL ALIGNMENTClosure: PLUS/DELTA
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Parking LotTechnology
Session Materials
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“Train the Trainer” Model
1. A Call for Change - November 18, 20112. Understanding the Standards December
20, 20113. NC Professional Teaching Standards January 14,
20124. NC Falcon - February 28, 20125. Revised Bloom's Taxonomy March 23,
20126. Designing Local Curriculum May 20,
2012The due dates are the same for all Robeson County teachers
Turn and Talk Turn and Talk Meeting the CCSS standardsMeeting the CCSS standards
Identify Revised Bloom’s Taxonomy verbs on the “What if…” CCSS activity handout
Which 6th grade Common Core Standard does this activity meet?
Which 7th grade Common Core Standard does this activity meet?
Middle School Standards – 6thMiddle School Standards – 6th
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Statistics and Probability 6.SP
Develop understanding of statistical variability.
3. Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.
Middle School StandardsMiddle School Standards
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Statistics and Probability 6.SP Summarize and describe distributions.
4. Display numerical data in plots on a number line, including dot plots, histograms, and box plots.6. Summarize numerical data sets in relation to their context, such as by: c. Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.
Middle School Standards – 7thMiddle School Standards – 7th
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Statistics and Probability 7.SP Draw informal comparative inferences about two
populations.
3. Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability.4. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations.
Statistics and ProbabilityStatistics and ProbabilityProgressionProgression6th grade6th grade
Statistical thinkingMeasures of central tendency (median
and mean)Measures of variability (Mean Absolute Deviation (M.A.D.) and Inter-quartile
Range Dot plots, box plots and histograms
Statistics and ProbabilityStatistics and ProbabilityProgressionProgression
77thth grade grade
Compare two distributions using measures of center and measures of variability
Probability
Statistics and ProbabilityStatistics and ProbabilityProgressionProgression
88thth grade grade
Scatter plotsLinear models – no linear regressionTwo-way tables for categorical data
Statistics and ProbabilityStatistics and ProbabilityProgressionProgression
High School Math OneHigh School Math One
Interpret shape, center, spread and outliersIncorporate technologyStandard deviationScatter plots, linear models, LSRL and correlation coefficientTwo-way tables (joint, marginal, and conditional relative frequencies)
PLEASE return after 10 minPLEASE return after 10 min
BREAK!
TOTAL INSTRUCTIONAL TOTAL INSTRUCTIONAL ALIGNMENTALIGNMENT
A process to ensure that what we are teaching, what we are assessing and how we are teaching are congruent.
Standards-based and objective-Standards-based and objective-based instructionbased instruction
Beginning with the end in mind.
The task analysis should begin with a verb (preferably a Revised Bloom’s) and the task should be measurable.
What knowledge and skills are needed in order for the student to master the learning standard?
Sequence in order to simple to complex
The last task should be a restatement of the standard.
Task Analysis
Middle School StandardsMiddle School Standards
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Geometry 7.G
Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
4. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.
Grade Grade LevelLevel
DomainDomain CCSS guide
StandardsStandards
ClusterCluster
Total Instructional Alignment Total Instructional Alignment ActivityActivity
*Directions for your given standard: ONLY COMPLETE THE FOLLOWING:Mathematical PracticesClarifying ObjectiveInstructional Task AnalysisEssential Vocabulary