8.1

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

SESSION 8 • 17 DEC 2014ASSOCIATIONS, PROGRESSIONS, AND DATA (OH MY!)

8.2

TODAY’S AGENDA

Some housekeeping (with Meghan Steinmeyer)

Progressions document: Grades 7 and 8 & the middle grades spectrum

Break

Model lesson, Part 1: (inspired by) engageny Grade 8, Lessons 13 & 14

Model lesson, Part 2: associating Grade 8 and high school

Closing remarks & For Next Time

8.3

LEARNING INTENTIONS AND SUCCESS CRITERIA

We are learning to…

Describe the progression of statistics and probability concepts in Grades 6-8 of CCSSM

Create and interpret two-way tables with categorical dataMake comparisons between categorical data sets Interpret the Mathematics Teaching Practices in context

8.4

LEARNING INTENTIONS AND SUCCESS CRITERIA

We will be successful when we can:

Identify the key statistical ideas in CCSSM Grades 7 and 8 and describe how they relate to work in high school

Calculate conditional probabilities using two-way tablesCompare categorical data sets from two populations Identify aspects of the eight Mathematics Teaching

Practices in the model probability lesson

8.5

ACTIVITY 1

MEGHAN STEINMEYER

A FEW ADMINISTRATIVE DETAILS

8.6

ACTIVITY 1 ADMINISTRIVIA

You are now ready to register for the spring course Undergraduate: CURRINS 580, 2 credits

Graduate: CURRINS 714, 3 credits

Remember, as with the summer, people taking the course for graduate credit will have additional expectations

Coaching sessions: remember that we would like to come see one of your lessons and conduct a coaching debrief Please identify a window between now and next time so that we can

identify coaches and match your schedule up with theirs

8.7

ACTIVITY 1 ADMINISTRIVIA

Check-in evaluation As a reminder, this project is funded by the Wisconsin Title II(b) teacher quality

initiative

We’ll be conducting more formal evaluations at the end of the spring

But we’d like to get some information now on how things are going and what we might be able to do better

Spring sessions 21 Jan, 4 and 18 Feb, 4 Mar* at South Milwaukee High School

22 Apr and 13 May, Homestead High School (Mequon)

*Mike and Bridget’s birthdays. Gifts optional.

8.8

ACTIVITY 2

STATISTICS AND PROBABILITY LEARNING PROGRESSIONS

GRADES 6-8

8.9

ACTIVITY 2 PROBABILITY AND STATISTICS PROGRESSIONS, GRADE 6-8

For tonight’s class, you read the Grades 7 and 8 portions of the Statistics and Probability Progressions document. Discuss the following with your small group:

How would you summarize the 7th and 8th grade themes for middle school teachers?

What important ideas that thread across Grades 6-8 help set up important high school statistical ideas that your class encounters? What ideas in your class build on or relate to middle school concepts?

What ideas might be new across the middle grades that you can now integrate into your class?

Break

8.11

ACTIVITY 4SUMMARIZING BIVARIATE CATEGORICAL DATA IN TWO-WAY TABLES

ENGAGENY GRADE 8, LESSONS 13 AND 14

8.12

ACTIVITY 3BIVARIATE CATEGORICAL DATA IN TWO-WAY TABLES

A few contextual notes

This summer, we worked on constructing conditional probabilities using two-way tables and talking about associations (Gr. 11, Lessons 1-3) You might remember the asthma data and the Milwaukee-Sweden responsibility data

Grade 8 probability ends with construction two-way tables and starts students thinking about association (formalized in Grade 11)

Tonight’s lesson is inspired by engageny Grade 8, Lessons 13 and 14 but built in a way that draws from our summer experiences and your data

As we teach, consider where you see aspects of the Mathematics Teaching Practices from Principles to Actions

8.13

ACTIVITY 3BIVARIATE CATEGORICAL DATA IN TWO-WAY TABLES

We asked you to have your students fill out a form to collect some data:

Gender

Age

Which would you prefer to be? Happy, Healthy, Rich, Famous

What is the highest level of education you plan to attain?

Less than High School, High School, Some College, Undergraduate Degree, Graduate Degree, Other

What is your favorite type of music?

Classical, Country, Heavy Metal, Jazz, Pop, Punk Rock, Rap/Hip Hop, Reggae, Rhythm and blues, Rock and roll, Techno/ Electronic, Gospel, Other

8.14

ACTIVITY 3BIVARIATE CATEGORICAL DATA IN TWO-WAY TABLES

Using the data from the students given to you, construct two-way tables and find conditional probabilities What patterns do you notice?

How do they compare to the patterns in a group near you?

Are there meaningful associations?

8.15

ACTIVITY 3BIVARIATE CATEGORICAL DATA IN TWO-WAY TABLES

Now, use the Census at School data and compare the responses to the data that we collected. What comparisons can we make?

What questions can we explore?

How can we tell if there are associations within the data and differences between the two populations?

Prepare a poster with your small group that explores questions and associations.

Level of education/

sex

Favorite music/sex

Prefer to be?/sex

Level of education/

age

8.16

ACTIVITY 4DEBRIEFING THE LESSON

8.17

ACTIVITY 4DEBRIEFING THE LESSON

What aspects of the Mathematics Teaching Practices did you notice as you worked with us on the lesson?

What warm, cool, and challenging feedback do you have for us about this lesson?

8.18

FOR NEXT TIME

Enjoy your break!

Please complete the steps to register for the course as soon as possible

Let Pam Buhr (pbuhr@uwm.edu) know if you run into challenges

Identify a coaching window for us to come visit soon

8.19

GROUPS AND ROLES

Class Meeting

Teaching (Debrief Partners)

Planning Coaching

4 A (facilitators) B, C, D E, F, G

5 B (facilitators) C, D, E A, F, G

6 C (F, G) D, E A, B

7 D (A) E, F, G B, C

10 E (B, C) F, G D

11 F (D, E) None None

12 G (everyone) None None

A: Michelle, Allison, Hallie, Brian B: Walter, Molly, Lisa C: Lori, Mark S. D: Phil, ClaireE: Mark H, Jenny F: Krista, Lindsay, Melissa G: Heather, Brooke, Alan

8.20

8.21

8.22

8.23