12.1

WELCOME TO COMMON CORE HIGH SCHOOL MATHEMATICS LEADERSHIP2014-2015 SCHOOL YEAR

SESSION 12 • 18 MAR 2015SAMPLING, VARIABILITY, AND PROPORTION (OH MY)

12.2

TODAY’S AGENDA

Grade 11, Lessons 14 and 15: Sampling Variability in the Sample Proportion

Reflection on the Lesson

Break

Discussing the Curriculum Essential Element from P2A

Sharing our classroom artifacts: Exploring MTP2, 4, and 5

Closing remarks & For Next Time

12.3

LEARNING INTENTIONS AND SUCCESS CRITERIA

We are learning to…

Understand the meaning of curriculum and how it relates to access and equity

Understand Mathematics Teaching Practices 2, 4, and 5Understand the term “sampling variability” and connect it

to accuracy when estimating population proportion

12.4

LEARNING INTENTIONS AND SUCCESS CRITERIA

We will be successful when we can:

Identify our curricular priorities and connect to access and equity issues

Identify aspects MTP 2, 4, and 5 in our instructional artifacts

Describe the effects of sample size on variabilityDescribe the relationships between standard deviation,

sampling distribution, sample proportion, and population proportion

12.5

ADMINISTRIVIA

Next two sessions will remain in South Milwaukee by popular demand

We do have some seats available for new colleagues this summer

If you have not scheduled a coaching visit… do so!

Those taking the school year class for graduate credit: Please review the Teaching and Learning Case Study assignment on the

syllabus

We will spend some time at our last meeting sharing poster displays of the assignment

12.6

ACTIVITY 1

SAMPLING VARIABILITY IN THE SAMPLE PROPORTION

ENGAGENY GRADE 11, LESSONS 14-15

12.7

ACTIVITY 2REFLECTING ON THE LESSON

12.8

ACTIVITY 2REFLECTING ON THE LESSON

What aspects of the 8 Mathematics Teaching Practices did you see (or not see) as we taught the lesson?

In what ways did this lesson attend to issues of Access and Equity?

Break

12.10

ACTIVITY 3

CURRICULUM

PRINCIPLES TO ACTIONS: ESSENTIAL ELEMENTS

12.11

ACTIVITY 3 ESSENTIAL ELEMENT OF CURRICULUM

With respect to curriculum: what is working well in your district, and what would you like to change? Pay specific attention to

issues of access and equity as you consider your response.

12.12

ACTIVITY 3 ESSENTIAL ELEMENT OF CURRICULUM

Using your written response as a starting point, discuss:

What is meant by curriculum?

Read and consider the high school mathematics paragraphs on page 75

“Standards are the ends. … The curriculum is the means.” (Page 70)  If the SMP are the ends, how do I determine the means?

After your discussion, how might you revise your written response?

12.13

12.14

ACTIVITY 4

SHARING OUR ARTIFACTS

CONNECTING TO THE P2A MATHEMATICS TEACHING PRACTICES

12.15

ACTIVITY 4 CONNECTING ARTIFACTS AND MATH TEACHING PRACTICES

Choose one of three highlighted math teaching practices.

Use the language in the P2A tables to connect to your classroom artifacts.

Why did you choose the task you chose?

How does the task fit into the unit in which you are working?

1. Establish mathematics goals to focus learning

2. Implement tasks that promote reasoning and problem solving

3. Use and connect mathematical representations

4. Facilitate meaningful mathematical discourse

5. Pose purposeful questions6. Build procedural fluency from conceptual

understanding7. Support productive struggle in learning

mathematics8. Elicit and use evidence of student thinking

12.16

FOR NEXT TIME

Complete the problem set for Grade 11, Lessons 14 and 15

Read the Tools & Technology and Assessment Essential Elements in P2A (pp. 78-98)

Respond to the following prompt:Focusing on tools & technology and assessment: discuss ways in which your district’s use of tools, tech, and assessment are well-aligned with issues of curriculum, access, and equity, and ways in which they are not well-aligned.

Bring in artifacts for analysis and discussion.