Geometry Anne Stinnett PK12 Math Specialist How many

Geometry Anne Stinnett, PK-12 Math Specialist

How many unit cubes make up this structure? Explain how you know. How else can you think about this structure? Is there another way to see it? Are there even more ways you can picture or think about this structure? You may have seen some groups like these: 13 The unit Reveal cubes It’s time to reveal the answer. Let’s find out the total number of unit cubes. www. stevewyborney. com Steve Wyborney

How many unit cubes make up this structure? Explain how you know. How else can you think about this structure? Is there another way to see it? Are there even more ways you can picture or think about this structure? You may have seen some groups like these: 29 The unit Reveal cubes It’s time to reveal the answer. Let’s find out the total number of unit cubes. www. stevewyborney. com Steve Wyborney

We will: • Examine the Geometry domain in the TN Math Standards and analyze the content progressions. • Apply content progressions to instructional tasks. • Summarize new learning so we can plan effective lessons and create aligned tasks and assessments.

How? • Read, build, draw • Talk • Write and Record

The Learning Progressions

Instructional Shifts • Focus – The standards are focused on fewer topics so that students can dig deeper within the mathematics. • Coherence – Topics within a grade are connected to support focus. Additionally, standards are linked across grades to ensure vertical coherence. • Rigor – The standards set expectations for a balanced approach to pursuing conceptual understanding, procedural fluency, application, and modeling.

Expectation Three: Rigor • Procedural Skill and Fluency: The standards call for speed and accuracy in calculation. • Conceptual Understanding: The standards call for conceptual understanding of key concepts, such as place value and ratios. • Modeling/Application: The standards call for students to use math in situations that require mathematical knowledge.

Cluster Grade Nomenclature and Coding Standard Domain 4. OA. A. 1

Clusters for Grade Levels Group Cluster Progression Column A 1 2 3 4 Column B Column C K. G. A & B 1. G. A 2. G. A 4. MD. C 8. G. A 3. G. A 4. G. A 5. G. B 6. G. A G. CO. B G. SRT. A 8. G. A. 3 G. CO. C G. SRT. B 6. G. A. 1 7. G. A 8. G. B G. SRT. C

Step 1: Focus Thinking Around One Big Idea • Review the assigned clusters. • Discuss the big idea that each cluster is asking the students to know and be able to do.

Step 2: Collaborate & Discuss Changes • How is the cluster different from the previous grade level? • Are there new concepts introduced or added? • Are any concepts dropped? • How does the demand of the cluster change? • Does an idea or skill get more complex? How? – (Analyze the verbs)

Step 3: Consider Rigor when Planning Instruction • Is this a new concept that has never been taught? • What content knowledge should be developed or shared? • What resources or support might we need to teach this concept? • What types of assessment might we need to measure this learning?

Summarize Instructional Shifts • Focus: what is the focus of each grade level • Coherence: what changes from grade to grade • Rigor: Where do you see the 3 aspects of rigor

Implications for Instruction Level 0 - sort and classify (alike and different) Level 1 - properties of figures (types of triangles) Level 2 - making and testing hypotheses or conjectures (always, sometimes, never)

Four Content Areas • • Shapes and Properties Transformations Location Visualization

Norms • Provide explanations and justifications with all answers • Make sense of each others’ solutions • Say when you don’t understand or don’t agree

Shape Sort • Select a shape and tell a partner one or two things you find interesting about your shape. • Randomly select a second shape. • Find something that is alike and different about your two shapes

Shape Sort • With your partner, randomly select one new shape and place it in the center of your work space. • Find all the other shapes like the target shape, but according to the same rule (attribute). • Do another sort with the same shape but different property.

Secret Sort • Create a small collection of about 5 shapes that fit a secret rule. • Have your group try to find all the other shapes that belong in the group and guess the secret rule.

Which One Doesn’t Belong? Find a reason why each one does not belong. http: //wodb. ca/index. html

Triangle Chart Of the nine cells in the chart, two of them are impossible to fill. Can you tell which ones and why? Equilateral Right Acute Obtuse Isosceles Scalene

Visualization: Symmetry and Transformations

James White Fort

What is one thing that inspired you today? What are some things you learned today that you want to remember in August?

Please give feedback on today’s session: https: //goo. gl/forms/HEZzoo 5 x. CFXqc 9 bt 2