Getting to the Core Common Core Units of

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Getting to the Core Common Core Units of Study Geometry Thursday, May 16, 2013

Getting to the Core Common Core Units of Study Geometry Thursday, May 16, 2013 Tuesday, May 21, 2013 Superior Standards Supportive School Climate Successful Students

Getting to the Core Agenda • • • Introduction to Units of Study Common

Getting to the Core Agenda • • • Introduction to Units of Study Common Core Math Units Geometry Unit Overview Summative Assessment Questions / Answers Reflection Superior Standards Supportive School Climate Successful Students

CCSS-M Content Standards Appendix A (HS Domains) The Eight Mathematical Standards Getting to the

CCSS-M Content Standards Appendix A (HS Domains) The Eight Mathematical Standards Getting to the Core K-8 Practice Standards Superior Standards Supportive School Climate Successful Students

Getting to the Core The Van Hiele Geometric Thought Superior Standards Supportive School Climate

Getting to the Core The Van Hiele Geometric Thought Superior Standards Supportive School Climate Successful Students

Getting to the Core Superior Standards Supportive School Climate Successful Students

Getting to the Core Superior Standards Supportive School Climate Successful Students

Getting to the Core Superior Standards Supportive School Climate Successful Students

Getting to the Core Superior Standards Supportive School Climate Successful Students

Getting to the Core G 1 -FA Formative Assessment Superior Standards Supportive School Climate

Getting to the Core G 1 -FA Formative Assessment Superior Standards Supportive School Climate Successful Students

Getting to the Core Here Jigsaw Activity Structure Superior Standards Supportive School Climate Successful

Getting to the Core Here Jigsaw Activity Structure Superior Standards Supportive School Climate Successful Students

Getting to the Core Each expert is to share: • The rule was written

Getting to the Core Each expert is to share: • The rule was written as ______ in order to communicate that the image is a ______ of ______. • When you ____, there is a mathematical terminology for it which his called _____. • There is a difference between Task 2 and Task 4, how are they different or the same? Superior Standards Supportive School Climate Successful Students

Getting to the Core G 1 -FA: Formative Assessment Superior Standards Supportive School Climate

Getting to the Core G 1 -FA: Formative Assessment Superior Standards Supportive School Climate Successful Students

Getting to the Core Superior Standards Supportive School Climate Successful Students

Getting to the Core Superior Standards Supportive School Climate Successful Students

Clarifying Bookmark Three-Step Interview Step 1: Student A asks Student B the question. Student

Clarifying Bookmark Three-Step Interview Step 1: Student A asks Student B the question. Student B responds while Student A listens carefully. Getting to the Core Step 2: Student B asks Student A the question. Student A answers Step 3: Round-Robin Share Superior Standards Supportive School Climate Successful Students

Getting to the Core Collaborative Work Structure: Dyad Share Agree/Support Disagree/Contest Extend/Expound 1. You

Getting to the Core Collaborative Work Structure: Dyad Share Agree/Support Disagree/Contest Extend/Expound 1. You made a good point 1. Another way to look at 1. When I read … on page when you said …. it is …. ___, I thought … 2. I see what you’re saying. 2. I understand what you 2. I think the text supports I agree because …. said about …, but I think my thinking on …, by 3. My idea builds on … stating that … ____’s idea. I think … 3. I have a different 3. Another example of … is answer. I wrote down …. … where it mentioned … 4. I have a question about what you said about … 5. Could you give me an example of what you mean by… Superior Standards Supportive School Climate Successful Students

Materials • patty paper • straightedge • protractor Getting to the Core Direction: •

Materials • patty paper • straightedge • protractor Getting to the Core Direction: • You are given 20 minutes to collaboratively work in groups of 4. Your tasks include: – Solving as many problems as you can – Providing your best solved problem on the poster – Be prepared to perform a Gallery Walk afterward Superior Standards Supportive School Climate Successful Students

Getting to the Core Gallery Walk • Each group will display their poster. •

Getting to the Core Gallery Walk • Each group will display their poster. • Group Structure: – Student 1: Docent: answer or provide clarifications / explanations to visitors – Student 2: What is a unique method that is very different from the rest of the team? – Student 3: What is the method that is found across the teams? – Student 4: Pick one method/poster that gives a different answer from yours. Evaluate that method. Superior Standards Supportive School Climate Successful Students

 • Where are our students when we come to this lesson? Getting to

• Where are our students when we come to this lesson? Getting to the Core • How does this lesson help our students strengthen their understanding? • How would you facilitate this lesson in order to optimize their understanding? Superior Standards Supportive School Climate Successful Students

Getting to the Core Superior Standards Supportive School Climate Successful Students

Getting to the Core Superior Standards Supportive School Climate Successful Students

Possible Strategies for Presentation Getting to the Core Gallery Walk • Individual Work •

Possible Strategies for Presentation Getting to the Core Gallery Walk • Individual Work • Presentation • Round-Robin Share • Group Work • Jigsaw Superior Standards Supportive School Climate Successful Students

Getting to the Core Superior Standards Supportive School Climate Successful Students

Getting to the Core Superior Standards Supportive School Climate Successful Students

Getting to the Core Discussion Superior Standards Supportive School Climate Successful Students

Getting to the Core Discussion Superior Standards Supportive School Climate Successful Students

Getting to the Core Process of Unit Writing Draft 1 Superior Standards Feedback -Chairs

Getting to the Core Process of Unit Writing Draft 1 Superior Standards Feedback -Chairs -IMP -SVMI Draft 2 Feedback -Chairs -Teachers -IMP -SVMI Supportive School Climate Final Draft Successful Students

Getting to the Core Curriculum Writers Katie Meyers Gary Dyas Steve Bayouk* Bill Raymont

Getting to the Core Curriculum Writers Katie Meyers Gary Dyas Steve Bayouk* Bill Raymont Chris Yusi Helene Musikanth* Jennifer Gautreau Nikolina Petrova Ergin Erhuy* James Grinde Superior Standards Jennifer Flores* Christy Conner Eric Green Dianne Iwamoto* Aimee Esaki Daniel Echeverria Matthew Conover* Stephanie Stotelmeyer Andy Tang Jeff Hruby* Vanessa Morales Supportive School Climate Successful Students

Getting to the Core Reflection • What excites you about this unit? • What

Getting to the Core Reflection • What excites you about this unit? • What challenges might you expect? • What support will you need? Superior Standards Supportive School Climate Successful Students

Getting to the Core Electronic Copy of Units of Study • Visit District website/Staff

Getting to the Core Electronic Copy of Units of Study • Visit District website/Staff Portal/ Curriculum/ Mathematics Grades 6 – 12 / Units of Study / – Math 6 – Algebra I – Geometry – Algebra II Superior Standards Supportive School Climate Successful Students

Getting to the Core Thank you! • Contact: – Nata Shin – nata. shin@sausd.

Getting to the Core Thank you! • Contact: – Nata Shin – nata. [email protected] us – (714) 558 – 5731 or ext. 75731 Superior Standards Supportive School Climate Successful Students