8th+Grade+-+Day+1

Day 2 Day 3 Day 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 //

[|Dear 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?

**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? 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 1).docx] [|8CCA Fac. Notes Finding Squares (Part 2).docx] || 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. || [|Day 1- Norms.docx] [|NORMS.doc] Norms from Focus on Functions [|Norms.docx]Norms and High-Leverage Practices (Deborah Ball) || Goal: Participants will generate a conjecture about the Pythagorean Theorem and then use the work to prove the theorem. || [|Ge] tting it Right.docx [|Getting it Right - Facilitator and handout.docx] ||
 * **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**
 * Part 2:**
 * 10:30-10:45 || Break ||  ||   ||
 * 10:45-11:30 || **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 ta sk.
 * 11:30-12:15 || **Lunch** ||  ||   ||
 * 12:15-1:45 || __**Session 2**__
 * Getting It Right - A Solidify Understanding Task** || Focus: Solidifying understanding of the Pythagorean Theorem
 * 1:45-2:00 || Break ||  ||   ||
 * 2:00-3:30 || **Practicing on the Patio - A Practice Understanding Task** || ==== Math Focus: Practice understanding of the Pythagorean Theorem. ====

Goal: Participants gain an intuitive understanding of the learning cycle through a discussion of the learning cycle that they have just engaged in.
|| Practicing on the Patio [|Purpose of Practice for Understanding Task (Patio Problem).doc] [|Fac. Notes Pedagogy Discussion.docx] || 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" Barb needs to put her document in here. ||
 * 3:30-4:00 || **Begin to Plan:**
 * Exit slip:** Where do you see the mathematics you learned today in the 8th grade core standards?