Mathematics Professional Development DayOctober 11, 2010

Making sense ofCHANGEMath L i fe

l ive i t

Relevance, Rigor and ChangeIt’s the Math Life!

Average SAT Scores

HCPS

Virginia

Nation

Relevance

How do we make math relevant for our students?• Real-world problems and discussions• Open-ended questions• Make it worthwhile!• Student-centered• SHARE IDEAS!• Math Website Links – Delicious and

Infographics

4

Slide Title

Oil leaked from April 20 – July 15, 2010.

On July 15, the leak was stopped after releasing about 4.9 million barrels (7.8×105 m3) of crude oil.

It was estimated that 53,000 barrels per day (8,400 m3/d) were escaping from the well just before it was capped.

It is believed that the daily flow rate diminished over time, starting at about 62,000 barrels per day (9,900 m3/d) and decreasing as the reservoir of hydrocarbons feeding the gusher was gradually depleted.

The Deepwater Horizon was able to operate in waters up to 8,000 feet (2,400 m) deep and drill down to 30,000 feet (9,100 m).

BP estimated the worst case flow at 162,000 barrels per day (25,800 m3/d).

Internal BP documents estimated the flow could be as much as 100,000 barrels per day (16,000 m3/d).

Deepwater Horizon Oil Spill

• What “I wonder…” questions about the mathematics would kids (or adults) ask?

• What jobs related to the spill involve pertinent mathematics?

• To which mathematics content could this disaster be connected?

Dan Meyer WCYDWT

NFL Scouting Combine40 yard dash by Rich Eisen of the NFL Network

• The video I showed is located here: http://blog.mrmeyer.com/?p=7606

• Dan Meyer’s blog is http://blog.mrmeyer.com/.

• Here’s the full video from the NFL network: http://www.nfl.com/videos/nfl-combine/09000d5d816b2dca/Rich-Eisen-s-40-yd-dash

Highlighted SOL Changes

• Awareness (curriculum and pacing guides, SOL Crosswalks, VDOE training institutes)

• Understanding• Content (Curriculum Framework,

technical assistance documents)• Connections (Enhanced Scope and

Sequence lesson, Vertical articulation of content - know how and when content is taught. Use mathematical language!

6.5 investigate/ describe positive

exponents, perfect squares

7.1a) investigate/ describe negative

exponentsb) determine

scientific notation for numbers greater

than 0d) determine square

roots

8.5 a) determine if a number is a perfect

square b) find 2 whole

numbers between which a square root

lies

New from grade 8

Exponents/Squares/Square Roots

5.7 Order of Operations

6.8 Order of Operations ( no { }, | | )

7.13 evaluate algebraic

expressions

7.3 operations

with integers

8.1 simplify numerical expressions involving positive

exponents, using rational numbers, order of operations,

and properties to justify

Alg1.1 represent verbal quantitative situations algebraically/evaluate expressions for given

replacement values of variables

New from grade 7

New from grade 7

Expressions and Operations

3.3 b) model fractions

5.18 c) model solutions of one-step

linear equations (+,-)

6.2 b) identify fract, decimal, percent

from a representation

4.2 b) represent equiv fractions

4.3 d) write dec/fract from a

model

6.4 represent multiplication and

division of fractions

7.3 a) model operations

(add/sub/mult/div) with integers

New content

Modeling

New content

New content

Equations and Inequalities

6.20 graph inequalities on a

number line

7.15 a) solve one-step inequalities/

b) graph on number line

7.14 a) solve one- and two-step linear

equations

8.15 a) solve multistep linear

equations

8.16 graph linear equations in two

variables

Alg1.4 solve multistep linear and quadratic equations

(2 variables)

Alg1.5 solve multistep linear

inequalities (2 variables)

Alg1.6 graph linear equations and

inequalities

5.16 Mean as Fair Share

6.15 Mean as Balance

Point

Alg1.9 Standard Deviation

Alg2.11 Normal

DistributionsNew content New content

New content

New content

Technical Assistance Document for A.9 Published

Technical Assistance Document for AII.11 October 2010

New Content

6.17 identify/ extend geometric/

arithmetic sequences

7.2 describe/ represent

arithmetic/ geometric sequences

using variable expressions

Alg2.2 investigate/ apply properties of

arithmetic/ geometric

sequences/ series to solve real world

problems

New content

Each figure in the pattern below is made of hexagons that measure 1 centimeter on each side.

If the pattern of adding one hexagon to each figure is continued, what will be the perimeter of the 25th figure in the pattern? Show how you found your answer.

NAE

P Re

leas

ed It

ems

– 20

07 G

rade

8 M

7 #1

4 SC

R H

ard

29%

Perimeter Problem

• In what situation would this task be used?

• In which course/level would you use this task?

• How would you adjust it for another course/level?

Worthwhile task?Questions to ask yourself…

• Does the problem challenge students to use higher-level critical thinking skills?

• Is the problem clearly connected to the targeted mathematics?

• Are there multiple ways to solve this problem?

• Is it accessible to all students?

Worthwhile task?Questions to ask yourself…

• Does the problem promote mathematical communication?

• What might students struggle with?• This would be an appropriate

problem if you were studying… or if you have already studied…

Where can I get worthwhile mathematical tasks?

• NAEP released items http://nces.ed.gov/nationsreportcard/

• PISA released items http://nces.ed.gov/surveys/pisa/educators.asp

• APEC Mathematics Assessment Database http://hrd.apec.org/index.php/Mathematics_Assessments

• Heinemann Mathematics (not free, but cheap) http://books.heinemann.com/math/

21st Century Skills

• Math ITRTsMichaelanne Day, Highland Springs HSJennifer Maddux, Short Pump MSAndrea Lund, Tucker HSKatie Owens, Holman MS

• Reflective Friends• Henrico 21

Vision Goal #5 in the HCPS Strategic Plan• All students will become responsible

and effective users of technology.• We will infuse the curriculum with

technology to enhance the development of 21st century skills.

Dr. Russo’s message: We need to take the next step in effectively integrating technology into our instruction.What are the computer expectations?

Four 21st Century Skills

1. Communication/Collaboration• Partner/Group Students• Discussion Boards/Blogs/Responders• Student Demonstration

2. Research and Information Fluency• Webquests• Online Resources• Origins of Concepts

Four 21st Century Skills

3. Problem Solving/Critical Thinking• Real Life Application• Team Analysis• Project Based Learning• Well Thought out Questioning

4. Creativity and Innovation• Video Student Activities• Use Tools like Adobe Suite, Audacity,

Office 2010• Games for Review

Small Group ActivityGroups1. Communication/Collaboration2. Research and Information Fluency3. Problem Solving/Critical Thinking4. Creativity and Innovation

List ways that you can include this 21st century skill into the math classroom?

http://blogs.henrico.k12.va.us/acowens/math/

ScheduleMake sure to sign in at each session!

10:00-10:55 Session 111:00-11:55 Session 2

Lunch1:15-2:50 Content Sessions

Additional Info on Math Website

3:00-3:30 Closing SessionAdditional

Closing Session

• Starfish Video• Babies born last year• Raffle Drawing• Announcement of Survey