Day 2Day 3Day 4
Pre Academy Assignment:
Read the Common Core for the grade band of your school (6-8 or I-III).
Write down the mathematical goals of the unit selected for deep study in the CCA.

*Build daily homework around 5 Practices Book.* Be explicit about the connections to the Learning Cycle.

DONE Needs creation or further refining Need from classroom

Essential Questions:
How does a learning cycle engage students in doing mathematics?
How do multiple representations enrich mathematical understanding?

Time

Activity

Focus and Goals

Notes

9:00-9:15

Welcome and Overview and What to Expect

Recognize their expertise

Introduce the participants by telling us what they are most excited about in the new core.

Tell them we won't be doing curriculum mapping.

Brief norms - be on time, appropriate use of computer and cell phone.

9:15-10:30

Session 1 Finding Squares - A Develop Understanding Task Part 1: Participants are asked to create as many squares as possible from two known vertices. Part 2: Participants follow up on Part 1 by creating squares that fit in a 6x6 grid with a goal of having squares with as many different areas as possible.

Part 1:
Focus: Creating squares from known vertices, including squares where the given vertices create a side of the square as well as a diagonal.
Goal: Challenge participant thinking regarding the creation of squares. What strategies help develop figures known to be squares? Part 2:
Focus: Creating squares within a 6x6 grid with different areas.
Goal: Connect the area of a square to the length of a side and reinforce understanding of side lengths that are irrational numbers.

Norms Part1: Discussion of classroom video to identify norms that need to be in place for students to productively engage in mathematics. Part 2: Discuss norms for engaging in professional development so that participants can learn from the workshop.

Focus: Develop norms for the PD through a video from a class that goes with 9:15 task.
Goals: Help participants see that having socio-mathematical and mathematical norms in place is just as important, if not more so, than having social and behavioral norms in place. Social and behavioral norms exist in service of the mathematics, not simply as classroom management.
Also, to make the norms for this professional development explicit and give teachers time to process the importance of establishing classroom norms which promote the development of the 8 mathematical practice standards. (This is not time to do everything about norms, the 5 practices and learning cycle discussions will provide opportunity to discuss the type of work the teacher does when teaching for proficiency of the 8 mathematical practices.

Session 2 Getting It Right - A Solidify Understanding Task

Focus: Solidifying understanding of the Pythagorean Theorem
Goal: Participants will generate a conjecture about the Pythagorean Theorem and then use the work to prove the theorem.

Begin to Plan:
1. Select a unit from the Utah Core to design a learning cycle around.
2. Work together to describe the mathematics of the learning cycle including the definitions and concepts, procedures, and tools that students should learn.
3. Daily Reflection and homework

Goal: Participants will begin their unit planning by unpacking the mathematics in the standards.

Homework: Chapter 1 and 2 in "5 Practices" Exit slip: Where do you see the mathematics you learned today in the 8th grade core standards? Barb needs to put her document in here.

Pre Academy Assignment:

Read the Common Core for the grade band of your school (6-8 or I-III).

Write down the mathematical goals of the unit selected for deep study in the CCA.

*Build daily homework around5 Practices Book.*Be explicit about the connections to the Learning Cycle.DONENeeds creation or further refiningNeed from classroomDear Core Academy Participant.docx

To be assigned prior to the Core Academy Training, ReadingGuide.docx## Day 1: Learning Cycle

To Print:8CCA Finding Squares (Part 1).docx

8CCA Finding Squares (Part 2).docx

Getting it Right.docx

DotPaper.pdf

Practicing on the Patio.docx

Mathematical Practices Protocol handout.docx

Norms from Deborah Ball.docx

Essential Questions:

How does a learning cycle engage students in doing mathematics?

How do multiple representations enrich mathematical understanding?

TimeActivityFocus and GoalsNotesSession 1Finding Squares - A Develop Understanding TaskPart 1: Participants are asked to create as many squares as possible from two known vertices.Part 2: Participants follow up on Part 1 by creating squares that fit in a 6x6 grid with a goal of having squares with as many different areas as possible.Part 1:Focus: Creating squares from known vertices, including squares where the given vertices create a side of the square as well as a diagonal.

Goal: Challenge participant thinking regarding the creation of squares. What strategies help develop figures known to be squares?

Part 2:Focus: Creating squares within a 6x6 grid with different areas.

Goal: Connect the area of a square to the length of a side and reinforce understanding of side lengths that are irrational numbers.

8CCA Fac. Notes Finding Squares (Part 2).docx

NormsPart1:Discussion of classroom video to identify norms that need to be in place for students to productively engage in mathematics.Part 2:Discuss norms for engaging in professional development so that participants can learn from the workshop.Goals: Help participants see that having socio-mathematical and mathematical norms in place is just as important, if not more so, than having social and behavioral norms in place. Social and behavioral norms exist in service of the mathematics, not simply as classroom management.

Also, to make the norms for this professional development explicit and give teachers time to process the importance of establishing classroom norms which promote the development of the 8 mathematical practice standards. (This is not time to do everything about norms, the 5 practices and learning cycle discussions will provide opportunity to discuss the type of work the teacher does when teaching for proficiency of the 8 mathematical practices.

NORMS.doc Norms from Focus on Functions

Norms.docxNorms and High-Leverage Practices (Deborah Ball)

LunchSession 2Getting It Right - A Solidify Understanding TaskGoal: Participants will generate a conjecture about the Pythagorean Theorem and then use the work to prove the theorem.

tting it Right.docx

Getting it Right - Facilitator and handout.docx

Practicing on the Patio - A Practice Understanding Task## Math Focus: Practice understanding of the Pythagorean Theorem.

## Pedagogy Focus: The Learning Cycle

## Goal: Participants gain an intuitive understanding of the learning cycle through a discussion of the learning cycle that they have just engaged in.

Purpose of Practice for Understanding Task (Patio Problem).doc

Fac. Notes Pedagogy Discussion.docx

Begin to Plan:1. Select a unit from the Utah Core to design a learning cycle around.

2. Work together to describe the mathematics of the learning cycle including the definitions and concepts, procedures, and tools that students should learn.

3. Daily Reflection and homework

Exit slip:Where do you see the mathematics you learned today in the 8th grade core standards?Barb needs to put her document in here.