Welcome to the Ninth and Tenth Grade Training Session

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Welcome to the Ninth and Tenth Grade Training
Session

• Presented by the CMSD Math Coaches

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OBJECTIVES

• SCHOOL NET TRAINING
• RETRIEVING DATA
• SCOPE AND SEQUENCE
• BENCHMARKS
• TEXTBOOK ALIGNMENT
• ACTIVITIES
• READING

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School Net

• Build a Custom Report for Class and/or Building
  (Benchmark Data)
• Review Student Data for Class and/or Building
• https//cleveland.schoolnet.com/Authentication.asp
  x?modelogin

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SCOPE AND SEQUENCE

• WHAT IS IT
• WHY IT SHOULD BE USED
• WHERE IS IT
• HOW TO USE IT

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WHAT is the Scope and Sequence?

• Three purposes of the Scope and Sequence
  Initiative
• To create family friendly materials that assist
  families in understanding what their children
  should learn in our schools.
• To create pacing charts for each grade and
  subject that assist school staff members in
  deciding what content to teach and when.

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WHAT is the Scope and Sequence?

• Three purposes of the Scope and Sequence
  Initiative
• To create student friendly learning charts to
  help students understand what they are expected
  to learn and when.

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WHY is the Scope and Sequence Important?

• Four assumptions about this initiative
• Research clearly indicates that student
  achievement is strongest when students clearly
  know and understand what they are expected to
  learn (see for example, Dillon, Edwards-Grove).
• Both research and best practice demonstrate that
  student achievement and school/district
  achievement are highest when students are
  expected to learn a few key concepts well (see
  for example, Marzano, Tomlinson, McTighe).

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WHY is the Scope and Sequence Important?

• Four assumptions about this initiative
• Teachers are professionals who know how to teach
  and should be given the authority and
  responsibility to do so. This work is NOT about
  creating a script that tells teachers what to
  teach on a day to day basis.

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WHY is the Scope and Sequence Important?

• Four assumptions about this initiative
• CMSD has a 35 student mobility rate and, because
  of declining enrollment, also has a high faculty
  mobility rate. A GENERAL ORDER of content is
  important so that every student has the
  opportunity to learn the material they are
  expected to learn REGARDLESS of where they go to
  school.

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HOW is the Scope and Sequence being launched?

• Components to the Scope and Sequence Launch
• The Scope and Sequence documents has been printed
  BY GRADE and BY SUBJECT and has been delivered to
  all school buildings.
• It is also available electronically on School
  Net.
• Each building principal should have received the
  electronic PDF version of the Scope and Sequence.

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HOW is the Scope and Sequence being launched?

• Components to the Scope and Sequence Launch
• Student classroom posters have been produced and
  have been delivered to schools. These posters are
  designed to show students what they are expected
  to know to make learning explicit. Copies of
  the posters are also available in School Net.

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LATE SECOND QUARTER

• 9.1.D Connect physical, verbal and symbolic
  representations of integers, rational numbers and
  irrational numbers.
• 9.1.E Compare, order determine equivalent
  forms of real numbers.
• 9.1.F Explain the effects of operations on the
  magnitude of quantities.
• 9.1.G Estimate, compute and solve problems
  involving real numbers, including ratio,
  proportion and percent, and explain solutions.

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LATE SECOND CONTD

• 9.1.I Estimate, compute and solve problems
  involving scientific notation, square roots and
  numbers with integer exponents.
• Patterns, Function and Algebra
• 9.4.E Analyze and compare functions and their
  graphs using attributes, such as rates of change,
  intercepts and zeros.

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• 9.4.F Solve and graph linear equations and
  inequalities.
• 9.4.H Solve systems of linear equations
  involving two variables graphically and
  symbolically.
• Ongoing Emphasis
• MATHEMATICAL PROCESSES

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• RESOURCES FOR YOU TO USE IN THE
• SCOPE AND SEQUENCE TO HELP YOU IN YOUR TEACHING
  THE BENCHMARKS

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School Net Resources

• Activities
• Lesson plans
• Assessments
• Textbook alignment

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SPECIFIC BENCHMARK

• LETS TAKE ONE OF THE BENCHMARKS FOR LATE SECOND
  QUARTER
• 9.1.i SCIENTIFIC NOTATION AND EXPONENTS

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WHERE HAS IT APPEARED ON THE OGT

• 2009 6
• 2008 19,40
• 2007 19, 26, 28
• 2006 43
• 2005 40
• 2004 8

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HOW ARE OUR STUDENTS DOING ON THIS BENCHMARK?

• Align Tab
• School
• Teacher
• Item analysis

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USING SUCCESS PORTAL TO FIND COMMON ERRORS

• KNOW YOUR SCHOOLS NUMBERS
• WHAT PERCENT ANSWERED A, B C, OR D
• GO TO SUCCESS PORTAL FOR INFORMATION ON WHY THE
  STUDENT ANSWERED THE QUESTION WRONG.

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ACTIVITIES
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Scientific Notation Video

• http//www.molecularexpressions.com/primer/java/sc
  ienceopticsu/powersof10/index.html

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ACTIVITIES

• Scientific Notation Puzzle
• Scientific Cards Line Up Activity
• Individual Problems
• Group Problems

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PUZZLES

• CONNECT THE DOTS PUZZLE
• http//www.mathnstuff.com/papers/condots/scien.htm
  
• http//www.mathnstuff.com/papers/condots/sciena.ht
  m

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SCIENTIFIC CARD ACTIVITY

• PLEASE LINE YOURSELVES IN ORDER FROM LOWEST TO
  HIGHEST
• 2. FORM A PAIR, STARTING WITH THE SMALLEST
  NUMBER WITH THE LARGEST NUMBER, SECOND LOWEST
  NUMBER WITH THE SECOND HIGHEST NUMBER, ETC

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PUZZLE

• EACH PAIR WILL RECEIVE A PUZZLE SET IN AN
  ENVELOPE.
• YOUR JOB IS TO REASSEMBLE THE 16 SMALL SQUARES TO
  MAKE A LARGER SQUARE.
• WHERE EDGES MEET, THE COMPUTATION PROBLEM WILL
  MATCH ITS SOLUTION.(10 MIN)

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GROUP SHARE PROBLEMS

• EACH GROUP WILL NOW RECEIVE A HANDOUT.
• YOUR JOB IS TO SOLVE THE ASSIGNED QUESTION AND BE
  PREPARED TO EXPLAIN TO THE GROUP.

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INDIVIDUAL PROBLEM

• ASSUME THERE ARE 20,000 RUNNERS IN THE NYC
  MARATHON. EACH RUNNER RUNS 26 MILES. IF YOU ADD
  TOGETHER THE TOTAL MILES FOR ALL RUNNERS, HOW
  MANY TIMES AROUND THE EARTH WOULD THE RUNNERS
  HAVE GONE?
• (CIRCUMFERENCE OF EARTH IS 2.5 X 104 MILES)
• PAIR SHARE

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Article

• Never Say Anything a Kid Can Say

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E-mail Addresses

• Mary.A.Ulatowski_at_cmsdnet.net
• Dianthia.Gilmore_at_cmsdnet.net
• Send us a copy of your contact with your new
  e-mail partner.

Hello, I met you at the Math PD sessions.
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EXIT PASSES

• ANOTHER WAY TO SEE IF YOUR STUDENTS GOT THE
  MESSAGE
• VOCABULARY
• GIVE NUMBER AND HAVE THEM WRITE IT IN SCIENTIFIC
  NOTATION