Facilitator’s GuideMath 6-8: The Standards

in Practice: A Common Core Lesson

Session Description

This two-hour workshop illustrates how teachers can weave the Mathematical Practice Standards with the Content Standards. Participants will engage in a mathematically rigorous lesson from the Mathematics Assessment Project: Interpreting Distance-Time Graphs.

Goal of the Session

To experience an exemplar lesson that integrates both content and practice standards. To provide an opportunity for teachers to discuss the shifts necessary for implementing the CCSSM.

Materials

Poster paper, markers, tape, scissors, internet connection, projector and speakers

Handouts Standards for Mathematical Practice Journey to the Bus Stop, page S1 from

http://map.mathshell.org/materials/download.php?fileid=667 Interpreting Distance-Time Graph Sorting Cards, pages S2-S5 from

http://map.mathshell.org/materials/download.php?fileid=667 Content Standards Page 44 and 55

http://www.corestandards.org/the-standards/mathematics/

Pre-session Preparation

1. Review the Power Point and Facilitator’s Guide.2. Read through the Mathematics Assessment Project Formative Assessment Lesson: http://map.mathshell.org/materials/download.php?fileid=667 3. Make copies of the handouts as noted above. You may want to provide copies of the CCSSM.4. Check Internet capability

TIME CONTENT/ACTIVITIES MATERIALS

5 min Introduction and Objectives

Slides 1-2

Set up the norms for the workshop.

Have participants brainstorm possible norms and scribe them onto a piece of chart paper

Chart paper and marker

5 min The Standards in Practice

Slide 3

Introduce Mathematics Assessment Project

CLASSROOM CHALLENGES: A Formative Assessment Lesson Interpreting Distance-Time Graphs

Below is the direct link to the lesson:

http://map.mathshell.org/materials/download.php?fileid=667

Say, “Today we will walk through a model common core lesson.”

Show how to find the formative assessment lessons from the site: http://www.map.mathshell.org.uk/materials/index.php

Go to the tab marked Lessons, then go to the pull down menu and click on middle school, type in the word “graph” and press Go.

The lesson is listed under the heading Concept Development.

The complete lesson is listed at the bottom of the page under resources.

The facilitator could print out the entire lesson and review it before doing the session.

Interpreting Distance-Time Graphs Lesson

Internet connection

5 min Your Assignment

Slide 4

Ask teachers to wear two hats during the session:

Teacher hat (for professional discussions about the lesson or students)

Student hat (for participating in the lesson as a student might)

Each slide has a graphic to guide this process.

6-8 Standards in Practice

TIME CONTENT/ACTIVITIES MATERIALS

5 min Journey to the Bus Stop Problem

Slide 5

Student hat

Participants do the problem and determine if the graph makes sense.

Ask them to think about doing the problem as their students would do the problem.

Handout:

Journey to the Bus Stop (S1)

10 min Starting Points

Slide 6

Teacher Hat

Lead a discussion of using this as a pre-assessment What mistakes would students make? Suggestions from the lesson are on the slide. Be sure to point out that the MAP Lesson provides

possible student misconceptions

10 min Matching a Story to the Graph

Slide 7

Student hat

This is the whole class introduction to matching graphs and descriptions.

Ask participants to find the description that matches the graph.

Ask them to write two reasons to support their decision.

After 2-3 minutes ask students who selected A to explain their thinking by explaining each part of the graph.

Students could record their thinking on chart paper, Smart board or white board.

After a student explains choice A, ask for a volunteer to explain and draw B and then C.

Encourage participants to challenge each other’s interpretations.

6-8 Standards in Practice

TIME CONTENT/ACTIVITIES MATERIALS

20 min Let’s Work Together

Slide 8

Student hat

Distribute S-2 through S-4 (Card Sets A and B). Directions are on the slide. Remind participants to leave space for another card.

(The tables’ Card set C will be distributed later.) Tell participants they will need to share their posters. Presenter should model moving to group-to-group

and making notes about student approaches.

Poster, Markers, Scissors, Tape

Handouts: (Single sided)

Interpreting Time and Distance sorting cards S2-S4

10 min Sharing Posters

Slide 9

Student hat

Read and explain the directions on the slide

For the bullet that says write your card placements on a piece of paper: Students can jot down, “I put Graph A with description 1,” before leaving their own table to keep track of their choices.

5 min Reflect on Part 1

Slide 10

Teacher hat

Lead a “Think-Ink-Pair-Share” Discussion

Think - First ask participants to consider the questions. Ink - Then write their thoughts on paper. Pair - Then share with a shoulder partner. Share - Then share with the larger group.

5 min Making up Data for a Graph

Slide 11

Student hat

Ask teachers to look at the graph and fill in the table on their own papers.

Discuss possible answers.

Note: this graphic is provided as a launch to the second day of the lesson

Scratch paper

6-8 Standards in Practice

TIME CONTENT/ACTIVITIES MATERIALS

15 min Matching Data

Slide 12

Student hat

Distribute Card Set C (S-5) Ask teachers to cut out the cards and match the tables

with their previous matches. Participants should display their matches and reasons

on the poster.

Card set C S-5, scissors, tape

Poster from previous matching activity.

15 min Analyze the Lesson

Slide 13

Teacher hat

Distribute the Standards for Mathematical Practice. Remind participants that these are things that

mathematically proficient students should be able to do.

Mathematical Practice Standards 2 and 3 are evident but participants might see others as well.

Direct participants to page 55 of the CCSSM to read the functions domain for 8th grade.

According to the lesson this is aligned to 8.F while a point could be made that it also begins to develop 6.EE.9 (page 44 of CCSSM).

After teachers have time to analyze, open the discussion to the larger group.

Practice Standards Handout

Optional:

Content Standards page 55 (8th grade Functions) and page 44 (6th grade Expressions and Equations) from

http://www.corestandards.org/the-standards/mathematics/

5 min Resources

Slide 14

Teacher hat

Go through actual lesson describing key parts

Pre and Post Assessment (Journey to the Bus Stop) Misconceptions Projector Resources Content and Practice Standards

Internet connection

5 min Wrap-Up

Slide 15

Distribute Feedback form and answer any questions

Feedback/ Evaluations

6-8 Standards in Practice