the bermuda triangle is a region of the northwestern ... · web viewsession 1: welcome....
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Geometry: Participant Handout Agenda
Session 1:
Welcome
Overview/Desired Outcomes
Revised Geometry Instructional Guide
Strategies for Meeting the Needs of EL, SEL, SWD
Session 2:
Unit 1 Concept Task: Amazing Amanda:
Set Up, Explore, Share, Discuss and Analyze
Debriefing the Concept Task
Session 3:
Planning the Implementation of the Unit 1 Concept Task
Using the Thinking Through a Lesson Protocol
Engaging in a Related Adult Mathematical Task
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Geometry: Participant HandoutHandout required for this activity: California Content Standards: Geometry, Blueprint
In your groups, use a Think-Ink-Pair-Share strategy to respond to the questions individually and then discuss first with a partner, and then with the entire table.
Question: Which of the California Geometry content standards refer to proof and mathematical reasoning?
Question: How many questions are there likely to be on proof and reasoning on the Geometry CST examination?
Question: How might this affect your instruction?
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Geometry: Participant HandoutHandout required for this activity: LAUSD Geometry Concept Organizer
In your groups, use a Private-Partner-Public strategy to study the revised Geometry Concept Organizer in order to respond to the questions below. After sharing with table partners, prepare to share out with the whole group.
Question: What is the purpose of the Transitions box?
Question: What is the purpose of the Reasoning box? (The cloud shaped box in the middle of each page)
Question: How are constructions incorporated into the organizer?
Question: How is Coordinate Geometry incorporated into the organizer?
Question: How will you incorporate the organizer into your instruction?
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Geometry: Participant HandoutInformation Sheet: LAUSD 2008 – 2009 Mathematics Instructional Guide
Located at:
http://www.lausd.net/math/SecondaryMath
The Geometry materials for the 2008 – 2009 school year are located at the LAUSD secondary mathematics website.
Click on the “Instructional guide” link on the left of the page.
Click on the “Geometry” tab
You can now access all of the Geometry MIG materials, such as the Concept Organizers, Concept tasks, Textbook Connections and Periodic Assessment Blueprints. (Note: There are Geometry Periodic Assessments beginning in the 2008 – 2009 school year.)
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Geometry: Participant HandoutIBO Video 1: Strategies for teaching EL, SEL and SWD
Watch IBO video number 1. Follow along with the lesson and fill in the accompanying worksheet below.
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Geometry: Participant HandoutIBO Video 2:Strategies for teaching EL, SEL and SWD
Watch the second IBO video. Discuss with your group and answer the questions below. Be prepared to share your responses in a whole group discussion.
Question: What differences did you observe between the two videos?
Question: How can these differences (strategies) help all students have greater access to the Geometry curriculum?
Question: How can these differences (strategies) help students develop their academic vocabulary?
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Geometry: Participant HandoutFrayer Model: Interior Angles
Complete the Frayer Model below.
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Definition
Essential Characteristics
Examples
Non-Examples
An angle formed by two adjacent sides of a polygon and contained within the polygon
Interior Angles
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Geometry: Participant HandoutConcept Task: Debriefing
Question: What do you feel are the mathematical goals of the task?
Question: In our engagement with this task today, what did you observe that you feel will provide access for all learners; EL, SEL and Students with Disabilities?
Question: Additionally, what did you observe that you think will help English Learners develop their academic language proficiency?
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Geometry: Participant HandoutHandout required for this activity:Thinking Through a Lesson Protocol
Work with your group to answer these selected questions from the TTLP with reference to the Unit 1 Concept Task, “Amazing Amanda”.Each group is asked to record their responses/questions generated on poster paper for whole group debriefing by means of a gallery walk.
Question: (From TTLP Part I, SET-UP)In what ways does the task build on students’ previous knowledge? What definitions, concepts, or ideas do students need to know in order to begin to work on the task?
Question: (From TTLP Part II, EXPLORE)What questions will you ask to assess students’ understanding of key mathematical ideas, problem solving strategies, or their representations?
Question: (From TTLP Part III, SHARE, DISCUSS AND ANALYZE)What specific questions will you ask so that students will:
Look for patterns Begin to form generalizations
Adult Mathematical Task: ProofPage 9 of 11 © 2008 LAUSD Secondary Mathematics
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Geometry: Participant Handout
Use mathematical induction to show that the sum of the interior angles in a convex polygon with n sides is
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CA Mathematical Analysis Standard 3.0: Students can give proofs of various formulas by using the technique of mathematical induction
Question Source: Mathematics Framework for California Public Schools, P97
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Geometry: Participant HandoutAdult Mathematical Task: Proof
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