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January 30, 2012 Dunloggin Middle School Welcome to the Secondary Mathematics Curriculum Academy!

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Introductions

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Academy Resources http://secmathcurriculum.wikispaces.com/Curriculum+Acad emy Join the wiki!

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The State of Mathematics U.S. fifteen year olds currently rank 25 th in the world in mathematics Over 40% of our high school graduates are not ready for college mathematics There are significant gaps in achievement among student groups

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Transition to Common Core

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Instructional Implications The [CCSC] standards are a rigorous set of expectations. According to these standards, it is not enough for students to learn procedures by rote. Nor, on the other hand, is it enough for students to understand the concepts without being able to apply them to solve problems. Nor, finally, is it enough for students to learn the important procedures of mathematics without attaining skill and fluency in them. -PARCC Model Content Frameworks for Mathematics

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A Balanced Approach

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A Warm-Up Activity Solve the problem: Bill bought 3 candy bars for $2.40. At the same price, how much would 20 candy bars cost?

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A Warm-Up Activity Solve the problem: Bill bought 3 candy bars for $2.40. At the same price, how much would 20 candy bars cost?

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A Warm-Up Activity Solve the problem: Bill bought 3 candy bars for $2.40. At the same price, how much would 20 candy bars cost?

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Other Possibilities

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How Do We Achieve This? Develop high-quality instructional resources for teachers Provide access & opportunity for teachers to understand the standards and expectations at a deep level Provide ongoing support as we transition

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Your Team Charge Develop Essential Questions/Big Ideas & Common Misconception Develop a minimum of 2 worthwhile math tasks per unit Develop a minimum of 2 UDL lessons per unit Develop a minimum of 2 disciplinary literacy samples per unit Develop/find resources to support conceptual development of standards Reference & link resources to standards (pencasts, PD tools, sample lessons, lesson seeds, etc.) Develop Seminar Resources

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What is a Worthwhile Math Task? 1. The problem has important, useful mathematics embedded in it. 2. The problem requires higher-level thinking and problem solving. 3. The problem contributes to the conceptual development. 4. The problem creates an opportunity for the teacher to assess what his or her students are learning and where they are experiencing difficulty. 5. The problem can be approached by students in multiple ways using different solution strategies.

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What is a Worthwhile Math Task? 6. The problem has various solutions or allows different decisions or positions to be taken and defended. 7. The problem encourages student engagement and discourse. 8. The problem connects to other important mathematical ideas. 9. The problem promotes the skillful use of mathematics. 10. The problem provides an opportunity to practice important skills.

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Evaluating Math Tasks Fuel for Thought A teacher gives her students the following quiz taken from an article in the New York Times (Chang 2008) and asks them to explain their reasoning: Quiz time: Which of the following would save more fuel? a) Replacing a compact car that gets 34 miles per gallon (MPG) with a hybrid that gets 54 MPG. b) Replacing a sport utility vehicle (SUV) that gets 18 MPG with a sedan that gets 28 MPG. c) Both changes save the same amount of fuel.

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Evaluating Math Tasks Marys Salary Mary makes $30,000 per year. Her salary increase by $2,000 per year. a) Write an equation for the amount of money that Mary will make in x years. b) Find the amount of money that Mary will be making in 10 years.

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Evaluating Math Tasks Assigning Frequencies The Federal Communications Commission (FCC) needs to assign radio frequencies to seven new radio stations located on the grid at the right. Such assignments are based on several considerations, including the possibility of creating interference by assigning the same frequency to stations that are too close together. In this simplified situation, we assume that broadcasts from two stations located within 200 miles of each other will crate interference if they broadcast on the same frequency, whereas stations more than 200 miles apart can use the same frequency to broadcast without causing interference with each other. How can the following radio stations be assigned frequencies so that no stations interfere with each other? What is the fewest number of frequencies needed? (Adapted from Hirsch et al. [2007])

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Task Enhancement In your table groups, select one of the tasks and discuss how the task could be improved to receive a better evaluation. What about the task should remain the same? What about the task needs to be changed/modified?

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Online Resources Annenburg Learner: http://learner.org http://learner.org NCTM Illuminations: http://illuminations.nctm.org/ http://illuminations.nctm.org/ NCTM Figure This!: http://www.figurethis.org/index.html http://www.figurethis.org/index.html

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What is UDL? Universal Design for Learning is a set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone- -not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.

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Brain Networks

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Principle III: Provide Multiple Means of Engagement Guideline 7: Provide options for recruiting interest Guideline 8: Provide options for sustaining effort and persistence Guideline 9: Provide options for self-regulation http://www.udlcenter.org/aboutudl/udlguidelines/principle3

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Principle I: Provide Multiple Means of Representation Guideline 1: Provide options for perception Guideline 2: Provide options for language, mathematical expressions, and symbols Guideline 3: Provide options for comprehension http://www.udlcenter.org/aboutudl/udlguidelines/principle1

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Principle II: Provide Multiple Means of Action & Expression Guideline 4: Provide options for physical action Guideline 5: Provide options for expression and communication Guideline 6: Provide options for executive functions http://www.udlcenter.org/aboutudl/udlguidelines/principle2

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Designing a UDL Lesson

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Break Time!

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Disciplinary Literacy What is Disciplinary Literacy? What are the implications for Mathematics Instruction?

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The Nuts & Bolts of Curriculum Writing Format & Style You are writing documents that will be seen by various professionals Consistent Formatting: Times New Roman, 12 pt font, 1 inch margins all sides Use lesson plan template for UDL and UDL checklist All variables must be italicized Use Equation Editor

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The Nuts & Bolts of Curriculum Writing Format & Style You are writing documents that will be seen by various professionals Consistent Formatting: Times New Roman, 12 pt font, 1 inch margins all sides Use lesson plan template for UDL and UDL checklist All variables must be italicized Use Equation Editor

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The Nuts & Bolts of Curriculum Writing Images/Diagrams/Figures We will be working to have consistency with images (coordinate grids, number lines, etc.) You will not be spending time creating figures hand draw it and we will have a technician draw ImagesCreative Commons & must cite

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The Nuts & Bolts of Curriculum Writing Resources & References APA Citations for any references in our word files Any inspiration needs to be referenced and we may need to get formal permissionWe cannot simply borrow and change numbers Must comply with all Copyrights (print and online resources)

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The Nuts & Bolts of Curriculum Writing Drafts/Storage/Best Practices Keep running date of draft For some files you will be collaborating on a GoogleDocgive your project lead your Google Account info Once your file is ready for OSM/editor (beyond project lead) either you or your project lead will upload to secmathcurriculum wiki Some teams may also use DropBox

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The Nuts & Bolts of Curriculum Writing Meetings Some face to face meetings will be required to maintain consistency & allow for collaboration Project leads will set the meeting schedule Some work will be on your own You are committing to up to 50 hours of work beyond the school day

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The Nuts & Bolts of Curriculum Writing Deadlines Project Deadline (MS) is May 11 th Project leads may be setting additional checkpoints/deadlines

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The Nuts & Bolts of Curriculum Writing Payroll Need to complete Writer Invoice each month and submit to Project Lead for reviewinclude group meetings Project leads will send you the due dates for time sheets Your pay rate is $25/hr

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What to do if I may not be able to commit to 50 hours? I am not sure what a content standard means? I start to feel overwhelmed?

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Questions?

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Team Meetings