TWO TRUTHS AND A LIE
Write two truths and a lie about yourself (non-obvious) on the sticky
note provided to you. Share your three items (whole group) and the
group will try to guess which is the lie.
My Two Truths and a Lie:
▪ I am a self-taught musician.
▪ I have participated in several slam dunk competitions.
▪ I taught evening College Algebra classes at Southwest Community
College.
TWO TRUTHS AND A LIE
Write two truths and a lie about yourself (non-obvious) on the sticky
note provided to you. Share your three items (whole group) and the
group will try to guess which is the lie.
My Two Truths and a Lie:
▪ I am a self-taught musician.
▪ I have participated in several slam dunk competitions.
▪ I taught evening College Algebra classes at Southwest Community
College.
MATHEMATICS
QUARTER 2: UNWRAPPED & ALIGNMENTALGEBRA I
iZone High School Monthly Collaborative
Douglass High School
September 25, 2018
Dr. William Kinard III, Instructional Curriculum Advisor
BE PRESENT
CONTRIBUTE
RESPECT EACH OTHERS TIME
STUDENT CENTERED IDEAS
POSITIVE INTERACTIONS
Meeting Norms
WE ARE ONE, THE IZONE!!!
VISION & MISSION
The iZone High School Instructional Support Team's VISION is to be a
highly valued team that provides effective content and pedagogical
support for teachers to increase student achievement that leads to
college and career readiness, lifelong learning, and productive citizenship.
Our MISSION is to provide data-driven instructional support through
content coaching and professional development that increases teacher
capacity. Building positive relationships, communicating effectively,
embracing diversity, and engaging in on-going reflective practices are the
cornerstones of this work.
GOAL OF THE IZONE
We must move our schools from the bottom 5%
to the top 25%!!! To accomplish this, we must
ensure that effective instruction takes place
EVERYDAY and in EVERY school.
DOUBLE-DIGIT AMO GAINS!!!
SESSION GOALS
Know
Participants will know how to use and customize the components of the mathematics curriculum and
resources aligned to the TN Mathematics Standards.
Understand
Participants will understand the need to conduct pre-work and utilize curriculum resources, with integrity and
fidelity, to ensure proper instruction aligned to the content, level, and rigor of the standards.
Do
Teachers will unpack the first half of the Quarter 2 curriculum to determine assessment question alignment,
connect TN-ready style questions to the curriculum, and determine the specific components of the lesson
necessary to reach the intended level of rigor of the standards.
AGENDA
Ice Breaker (5 min.)
Backwards Mapping with Mid-Module 3 Assessment (20 min.)
Standards Aligning to TNReady Questions (15 min.)
Module/Topics Overview (15 min.)
Lesson Alignment/Annotation (30 min.)
Closing/Reflection (5 min.)
BACKWARDS MAPPING THE ASSESSMENT
RATIONALE
Assist with the proper implementation of the Eureka Curriculum
Address any concerns around the Eureka Curriculum
Use of Misaligned External Resources
Use of Misaligned Teacher-Created Resources
RESOURCES
Algebra I Comparison Document
Eureka Remediation Tools: Algebra I
A Progression Towards Mastery Document
Algebra I Remediation Guide
SCS CFAs
TNReady Assessment Blueprint
Algebra I: Year-at-a-Glance
Algebra I Pacing Calendar
School Standards Analysis
Eureka Module Assessments
LET’S GET THE JUICES FLOWING…
Each teacher was emailed one question to complete from Module 3
Mid-Module Assessment.
Find the teacher who has the same question as you.
You will discuss your notices, wonderings, and information found on the
next slide. Be prepared to share out with whole group.
BACKWARDS MAPPING WITH
MID-MODULE 3 ASSESSMENT…(15 MIN)
• Teachers will present work for their question.
• Discussion should include:
• Teacher completed work
• Standard attached to the question
• Misconceptions that may arise from students
• Concepts that must be taught to master the question
• Lesson(s) from Module 3 attached to the question that will ensure mastery.
• Notices & Wonderings
EVALUATING STUDENT LEARNING OUTCOMES…
A Progression Toward Mastery is provided with each module assessment:
It describes steps that illuminate the understandings that students develop
on their way to proficiency.
It is presented from left (Step 1) to right (Step 4), which we will refer to as
Below, Approaching, On Target & Mastery.
Learning goal for students is to achieve Step 4 mastery.
These steps are meant to help teachers and students identify and celebrate
what the students CAN do now and what they need to work to reach
mastery.
TNREADY INSTRUCTIONAL FOCUS DOCUMENT
TNREADY ALIGNMENT
TNREADY ALIGNMENT
• F.IF – Interpreting Functions
• F.BF – Building Functions
• F.LE – Linear, Quadratic, and Exponential Models
Algebra I Domains (for Mid- Module 3)
2018-2019 TNReady Blueprint
Summarize the Table of Contents:
- What is the title of this Module ?
- What topics are covered in this module before Mid-module
Assessment?
- What standards are covered in this module?
- How many lessons are covered before Mid-module Assessment?
- What is the progression of the topics in the module? How do they
flow, if applicable?
Module Overview
TNReady Instructional Focus Document
32
Quarter 2 – Module 3 Standards from TNReady
In earlier grades, students defined, evaluated, and compared functions and
used them to model relationships between quantities (8.F.A.1, 8.F.A.2, 8.F.A.3,
8.F.B.4, 8.F.B.5). In this module, students extend their study of functions to
include function notation and the concepts of domain and range. They
explore many examples of functions and their graphs, focusing on the
contrast between linear and exponential functions. They interpret functions
given graphically, numerically, symbolically, and verbally; translate between
representations; and understand the limitations of various representations.
Module Overview
STANDARDS FOR MATHEMATICAL PRACTICES
▪ List and give a brief description of the standards. (Note
any changes to standard coding and omitted standards).
Foundational and Focus Standards
▪ Specifically mention unfamiliar terminology.
▪ List important vocabulary.
▪ List suggested tools, models, and representations that
should be used in this module.
Terminology and Suggested
Tools and Representaions
▪ Topic title and description
▪ Topic Standards
▪ How many lessons are in the topic? What are the types of lessons?
▪ How do the lessons within the topic interrelate?
▪ How does the topic relate to the big idea of the module and previous
topic(s)?
Topic Overview
In Topic A, students explore arithmetic and geometric sequences as an
introduction to the formal notation of functions A1.F.IF.A.1, A1.F.IF.A.2
(formerly F-IF.A.1, F-IF.A.2). They interpret arithmetic sequences as linear
functions with integer domains and geometric sequences as exponential
functions with integer domains A1.F.BF.A.1a (formerly F-IF.A.3, F-BF.A.1a). F-
IF.A.3 is no longer tested in Algebra I; moved to Precalculus. Students
compare and contrast the rates of change of linear and exponential
functions, looking for structure in each, and distinguishing between additive
and multiplicative change A1.F.IF.B.5, A1.F.LE.A.1, A1.F.LE.A.2, A1.F.LE.A.3
(formerly F-IF.B.6, F-LE.A.1, F-LE.A.2, F-LE.A.3).
Module Overview Topic A
Module Overview Topic A
In Topic B, students connect their understanding of functions to their
knowledge of graphing from Grade 8. They learn the formal definition of a
function and how to recognize, evaluate, and interpret functions in abstract
and contextual situations A1.F.IF.A.1, A1.F.IF.A.2 (formerly F-IF.A.1, F-IF.A.2).
Students examine the graphs of a variety of functions and learn to interpret
those graphs using precise terminology to describe such key features as
domain and range, intercepts, intervals where the function is increasing or
decreasing, and intervals where the function is positive or negative A1.F.IF.A.1,
A1.F.IF.B.3, A1.F.IF.B.4, A1.F.IF.C.6a (formerly F-IF.A.1, F-IF.B.4, F-IF.B.5, F-
IF.C.7a).
Module Overview Topic B
Module Overview Topic B
LESSON ANNOTATIONS MODULE 3
TOPIC A
You will be grouped (in pairs of 2-3) to annotation lessons from Module 3 –Topic A.
Lesson Annotations – Module 3 –Topic A
▪ Lesson #
▪ What standard(s) are addressed in this lesson?
▪ What are the Standards for Mathematical
Practices are evident?
▪ What is the key concept or idea of the lesson?
(objective/student outcome)
How does the lesson connect to the big idea of
the module?
▪ Which portions of the Lesson will be Must Do,
Could Do, Extension?
▪ What possible misconceptions might students
have about the lesson?
▪ What strategies will students use to summarize
the lesson?
▪ What questions from the Exit Ticket that do
not appear on Mid and End of Module
Assessments?
M3 Week 1 Lessons
M3 Week 1 Lessons
QUESTIONS
CONTACT
Dr. William Kinard III
(662) 601-613-7478
www.izonehighschoolteam.weebly.com
SURVEY
https://docs.google.com/forms/d/e/1FAIpQLSfobIc7Kka4hFX
7dAlPAi1IGY-tC0g4Ksjh0bmvV36fr5ttoQ/viewform