Transcript Slide 1 - (COSMOS) at BGSU

WELCOME TO CAMP!
Introductions
• Dr. Jonathan Bostic, Assistant Professor of Mathematics Education, BGSU, PI
• Dr. Gabriel Matney, Associate Professor of Mathematics Education, BGSU,
co-I
• Christina Miller, Instructor, BGSU
• Sandy Zirkes, Instructor, BGSU
• Dr. Brooks Vostal, Assistant Professor of Special Education, BGSU
• Jessica Belcher, NWO Center for Excellence in STEM Education, Project
Director and Budget Manager
• Dr. Toni Sondergeld, Assistant Professor of Educational Psychology, codirector of Center for Assessment and Evaluation Services, BGSU, Evaluator
Instructing us at a later date:
• Diane Mott, 6-12 mathematics teacher, Liberty Center School District
• Dr. Stephanie Casey, Assistant Professor of Mathematics Education, EMU
Agenda
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CAMP – The Big Picture
Norms for our PD
Getting to Know One Another
Jessica Belcher – Forms
Common Core Mathematics – Toward greater focus and
coherence
CAES – Surveys and Grant Evaluation
Lunch
Mathematical Explorations
Teaching through problem solving
Standards for Mathematical Practice
Big Picture
Main Aspects
• Learning about what it means for students to be
mathematically proficient
• Learning about grades 6-8 worthwhile mathematics
tasks, learning environment, mathematical discourse,
and their relationships
• Learning mathematics and about mathematics
instruction that promotes problem solving
• Learning about CCSS-Mathematics (CCSSM)
• Sharing teaching ideas with one another
Big Picture
Two Year Plan
• 4 days in the Fall and Spring
– Fall/Spring Breakdown
• 3 days of collaboration and learning
• 1 day of lesson study with teachers in your grade level
• 8 days in the Summer
Evolving Norms for this PD
• We will persist with every problem and examine it from multiple
perspectives.
• We will be ready for class and use our class time effectively.
• We will keep our focus on learning and use technology for personal reasons
during breaks.
• We will be respectful of each other’s time and space and work efficiently.
• We will actively participate by (a) listening to each other, (b) giving others
our attention, (c) not speaking when someone else is talking, and (d)
regularly sharing our ideas in class.
• If we disagree with someone or are unclear, we will ask a question about his
or her idea and describe why we disagree or are confused.
• We will ask questions when we do not understand something. We will
comment on others’ ideas rather than the person.
Expectation for technology use
• Please limit the use of technology for the use
of chatting, phone calls, and texts strictly to
break times as well as before and after class
out of respect for the nature of our
collaboration and thinking together.
Bring your ideas…Share your experiences
• As a group of professionals we have made a
commitment to helping children attain success in
life and a voice in the world.
– Many times the best part of these kinds of
professional development is simply the chance to
share ideas, raise questions, and work with other
practitioners to improve our own understandings and
practice.
– Please bring your stories of children’s learning,
children’s struggles, and children’s successes with
you.
TWO TRUTHS AND A LIE
Getting to know one another
Grant Forms & General Information
Jessica Belcher, Program/Budget Manager
• Photo Release Online Completion
• Website Overview
– Dr. Math & Dr. Stats Forums
– Meeting Dates (let your school know when you
need a sub)
– Contact Lists (Staff and Participants)
• Vendor Form Completion
• Stipend vs. Sub Pay
Common Core State Standards–
Toward a Greater Focus and
Coherence
Read the copy – thinking about the
difference (and similarities) between
CCSSM and previous math standards.
BREAK
Grant Evaluation
• Surveys
• Reflections
• LMT – Pedagogical Content Knowledge
Lunch – Return in one hour
Exploring Mathematics: SKUNK
An adaptation from the original:
Brutleg, D., “Choice and Chance in Life: The Game of SKUNK in
Mathematics Teaching in the Middle School, Vol. 1, No. 1 (April
1994), pp. 28-33.
Retrieved from: http://illuminations.nctm.org/Lesson.aspx?id=956
Group Think
1: I might make more money if I was in
business for myself, should I quit my job?
2: An earthquake might destroy my house,
should I buy insurance?
3: It might rain today, should I take my
umbrella?
Choice and Chance
When making a decision, what tools do you
use? How well does your method work for
you? Would it work well for others?
SKUNK Game Explanation
S
K
U
N
K
***Don’t worry, we will play a practice round or two!!***
SKUNK
Play a few games of SKUNK
with your group.
Good Luck!
Break
What part of SKUNK involves choice?
What part of SKUNK involves chance?
Obviously rolling a 1 is bad. Snake
eyes – even worse. Wouldn’t it be
nice to know how many good rolls
you’d have before the dreaded
ONE!?!?!
In your group develop a method to decide:
On average, how many good rolls happen
before a 1 or double 1’s come up?
When a 1 isn’t rolled, what is the average score
on a single roll of dice?
In your group develop a “play it
safe” and a “risky” strategy.
Based on your strategies come up with a point rating system, using the
following ratings:
1) PePe Le Pew
2) Eh, a little better
3) Neutral
4) Nice
5) Roses
Group Challenge
Let’s try out those strategies!!
Discussion
Common Core State Standards
CCSS.Math.Content.7.SP.C.5 Understand that the probability of a chance
event is a number between 0 and 1 that expresses the likelihood of the
event occurring. Larger numbers indicate greater likelihood. A probability
near 0 indicates an unlikely event, a probability around ½ indicates an
event that is neither unlikely nor likely, and a probability near 1 indicates a
likely event.
So – what is the probability of rolling a 1? What is the probability of rolling
double 1’s? Does knowing this make you think differently about your
strategy?
Common Core State Standards
CCSS.Math.Content.7.SP.C.6 Approximate the probability of a chance event
by collecting data on the chance process that produces it and observing its
long-run relative frequency, and predict the approximate relative frequency
given the probability. For example when rolling a number cube 600 times,
predict that a 3 or 6 would be rolled roughly 200 times, but probably not
exactly 200 times.
How do these numbers work out with our SKUNK data?
For HWK: Teaching Mathematics
(or Statistics) through
Problem Solving
[TTPS]
Read pp. 31-35, 39-41
Standards for Mathematical Practice
• Access the CAMP website. Click “resources” >”CCSSI_Math Standards.pdf”
• Questions to consider
– What are they?
– Who are they written for?
– What are the big ideas embedded within them?
– What do they look like in practice?
Standards for Mathematical Practice:
Considering SKUNK and teaching vignettes
SMP 1: Make sense of problems
and persevere in solving them
SMP 7: Look for and make use of
structure
Take Care
• Next meeting is 9/12 @ Lima Senior HS.
• By 9/12, please do the following
– Post at least one question to Dr. Stats and/or Dr.
Math.
• Most importantly, keep in touch!