welcome to camp!. introductions dr. jonathan bostic, assistant professor of mathematics education,...

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, co-director 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• 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 PictureMain 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 InformationJessica 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

CoherenceRead 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: SKUNKAn 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 Think1: 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!!***

SKUNKPlay 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 Pew2) Eh, a little better

3) Neutral 4) Nice 5) Roses

Group ChallengeLet’s try out those strategies!!

Discussion

Common Core State StandardsCCSS.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 StandardsCCSS.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!