OBJECTIVE: TEACHERS WILL DETERMINE THE JANUARY-MARCH 2011 AIP STRATEGIC MATH STANDARDS TO ANALYZE AND LIST HANDS ON ACTIVITIES

AIP—Math October 28th, 2010

PROFESSIONAL COLLABORATION

GOAL: Data Informed Strategic Instructional Focus

4 SIMPLE STEPS

Step 1: I.D. 3 Strategic Standards (20 minutes)

Step 2: Correlate/Match to current grade level standards (20 minutes)

Step 3: Collaborate listing “hands-on” activities to teach each strategic standard (30-40 minutes)

Step 4: Determine/List material needed for at least one strategic standard 10 minutes)

BIG IDEAThe reason you are here today;

* TIME to focus, * TIME to plan,* TIME to collaborate

“One must learn by doing the thing; for though you think you know it you have no

certainty, until you try it.” –Sophocles

RECORDER AND REPORTER

Please choose a RECORDER from your grade level team to note your responses and to REPORT

CHART PAPER: Summarize & Report out

collaboration notescollaboration notes

Step 1: Identify the 3 strategic standards

Use the data Focal Standards Benchmark 1 & 2 Benchmark 3

Use the California CST Blueprints

Example: Identify 3 Strategic Standards

1. 1st GRADE [Number Sense 1.4]—“ Count and group objects in ones and tens (e.g., three groups of 10 and 4 equals 34, or 30 +4)”

2. 1st GRADE [Number Sense 2.3]—“Identify one more than, one less than, 10 more than, and 10 less than a given number.”

3. 5th GRADE [Algebra and Functions 1.2 ]—“ Use a letter to represent an

unknown number; write and evaluate simple algebraic expressions in one variable by substitution”

How did I do? Did I explain well?

What is the first step? Hint, “We will identify …”

What data will you use to do the first step?

What other information will you use to help you complete the first step?

The Hat.lnk

COMPLETE STEP 1

8 MINUTES

SUMMARIZE NOTES

Step 2: EXAMPLE: Correlate the strategic standards from last year’s benchmarks to this year’s

standards.

1st GRADE [Number Sense 1.4]—“ Count and group objects in ones and tens (e.g., three groups of 10 and 4 equals 34, or 30 +4)” CORRELATION: 2nd Grade [Number Sense 1.2]—Use

words, models, and expanded form (e.g., 45 = 4 tens + 5) to represent numbers to 1,000)

1st GRADE [Number Sense 2.3]—“Identify one more than, one less than, 10 more than, and 10 less than a given number.” CORELATION: 2nd Grade [Number Sense 1.3]

—“Order and compare whole numbers to 1,000 by using symbols <, =, >”

Correlation Example Continued

5th GRADE [Algebra and Functions 1.2 ]—“ Use a letter to represent an unknown number; write and evaluate simple algebraic expressions in one variable by substitution”

BLENDED CORRELATION CORRELATION: 6th Grade [Algebra and

Functions 1.1 1.2]—Write and solve one step linear equations in one variable & Write and evaluate an algebraic expression for a given situation, using up to three variables.

How did I do? Did I explain?

What is the 2nd Step you are going to complete?

Hint, “We are going to ____________ the strategic standards from last year’s benchmark results to this ____________ standards”.

What form/information are you going to use to correlate?

Practice Correlating: Try these in your groups

2nd Grade: 1st Grade Number Sense 2.1 “addition facts and corresponding subtraction facts to 20” correlates to 2nd grade— ???

3rd Grade: 2nd Grade Numbers Sense 2.2 “Sum or difference of two whole numbers up to three digits long” correlates to 3rd grade—???

4th Grade: 3rd grade Number Sense 2.1 “…sum or difference of two whole numbers between 0-10,000” correlates to 4th grade—???

5th Grade: 4th grade Number Sense 2.1 “… Estimate and compute the sum or difference of whole numbers and positive decimals to two places” correlates to 5th grade—???

6th Grade: 5th grade Number Sense 2.1 “Add, subtract, multiply, and divide with decimals…” to 6th grade—???

Practice Correlating your 3 strategic standards

4 MINUTES

CORRELATIONS

2nd Grade: (1stGrade Number Sense 2.1 )—2nd grade Number Sense 2.2 “…sum or difference of two wh0le numbers up to three digits long”

3rd Grade: (2nd Grade Numbers Sense 2.2)—3rd grade Number Sense 2.1 “…sum or difference of two whole numbers between 0-10,000

4th Grade: (3rd grade Number Sense 2.1)—4th grade Number Sense 2.1 “… Estimate and compute the sum or difference of whole numbers and positive decimals to two places”.

5th Grade: (4th grade Number Sense 2.1)—5th grade Number Sense 2.1 “Add, subtract, multiply, and divide with decimals; add w/negative integers; subtract positive integers from negative integers…”

6th Grade: (5th grade Number Sense 2.1)—6thgrade Number Sense 2.3 “Solve addition, subtraction, multiplication, and division problems including those arising in concrete situations, that use + and – integers and combinations…”

The Hat.lnk

Complete Step 3: Correlate/Match the 3 Strategic Standards

15 MINUTES

SUMMARIZE

NOTES

STEP 3: Collaborate on strategies to teach each standard (Hands On)

Examples: (6th grade A & F 1.1) “Write and solve one step linear equations in one variable”

i.e. Solve 2x = 5 using a balance

• http://www.teachertube.com/viewVideo.php?video_id=49679• Electronic Version:

http://nlvm.usu.edu/en/nav/frames_asid_201_g_4_t_2.html?open=instructions

• http://www.teachertube.com/viewVideo.php?video_id=196110

1st Strategic Standard: 9 MINUTESCollaborate to develop/discuss hands on activities

2nd Strategic Standard: 9 MINUTESCollaborate to develop/discuss hands on

activities

3rd Strategic Standard: 9 MINUTES

Collaborate to develop/discuss hands on activities

Budgeting 101: Stay within budget.

CLASSROOM FLOOR DECORATORS: Most of the decorators complete work within a budget. A teacher has recommended to the principal that instead of all new carpet, that linoleum or tile be placed in the classroom.

WIDTH (W)The principal has budgeted $1,500 for the carpet in the classroom . The decorators measuring feeis $100.00.

The cost of carpet per square feet (S) will equal to the budget (B) – Measuring Fee (M)/Carpet Area (A) OR S = B-M/A

If the total budget for the carpet is $1,500 (B) and the area is 300 square feet (A)

how much will each square foot cost ? Length (L)S = 1,500-100/300= $4.66

Try this one: Measure the carpet area from your classroom and calculate how much it would cost per square foot with a $50.00 measuring fee.

Try this one: The principal needs your help… He needs to purchase new linoleum for the cafeteria, but does not have the time to calculate the cost. He has $5,000 allocated to for it. How much can he spend per square foot. Your measuring fee will be 100.00.

Create an algebraic expression and solve for the amount each square foot will cost minus your measuring fee. What will the equation look like?

Once the principal has the amount he may spend per square foot he may shop around to determine the quality of linoleum and work within his budget.

--What other areas may need repair? Sidewalk? Playground area?

EXTEND/DEVELOP ONE IDEA FURTHERFOR EXAMPLE: 6th Grade California Standard 1.2

Write and evaluate an algebraic expression for a given situation, using up to three variables.

Tile or Linoleum

Carpet

Area (A)

EXTEND ONE IDEA

5 MINUTES

STEP 4: List Material Needed—Focus on 1 Standard

Algebra tilesBalanceMeasuring tape…..

15 MINUTES

WHATS NEXT? JANUARY 5th

I. RESOURCES TO HELPA. Harcourt Brace Textbook Standard IndexedB. Standard Based AIP Pacing Guide by grade levelC. Possible STANDARDS PLUS material for 1 FOCUS

II. Multiple Representation Strategy by grade level