ccgps mathematics unit-by-unit grade level webinar 6 th grade unit 7: rational explorations: numbers...

CCGPS MathematicsUnit-by-Unit Grade Level Webinar

6th GradeUnit 7: Rational Explorations: Numbers and their

OppositesFebruary 26, 2013

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CCGPS MathematicsUnit-by-Unit Grade Level Webinar

6th GradeUnit 7: Rational Explorations: Numbers and their

OppositesFebruary 26, 2013

James Pratt – jpratt@doe.k12.ga.usBrooke Kline – bkline@doe.k12.ga.usSecondary Mathematics Specialists

These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.

Expectations and clearing up confusion

• Intent and focus of Unit 7 webinar.• Framework tasks.• GPB sessions on Georgiastandards.org.• Standards for Mathematical Practice. • Resources. • http://ccgpsmathematics6-8.wikispaces.com/• CCGPS is taught and assessed from 2012-2013 and beyond.

CCGPS Mathematics Sequence for Implementation

CCGPS Mathematics Resources for Implementation

• The big idea of Unit 7• Incorporating SMPs into rational number tasks• Resources

Welcome!

• MCC6.G.4: Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures…

• Question: The standard states to find the surface area of 3-d shapes made up of triangles and rectangles, but the frameworks appear to only address prisms. Are pyramids included in this standard? We have noticed other states including them with this standard and wanted to make sure.

Wiki/Email Questions – Unit 5

• MCC6.G.1: Find area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; Question: For 6th grade math G.1, it states "other triangles".

There are lots of these. Are we supposed to teach all other triangles, too, or are there particular ones?

Wiki/Email Questions – Unit 5

• MCC6.SP.5d: Summarize numerical data sets in relation to their context, such as by: Describing the nature of the attribute under investigation, including how it was measured and its units of measurement

• Question: Is this standard asking about sampling at all? I see a lot of items aligned to that standard asking sampling questions. For example, given a question to research, which would give most accurate results, surveying people at school, surveying people at the grocery, surveying people around town, surveying every second house in the neighborhood?

Wiki/Email Questions – Unit 6

• MCC6.G.3: Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate…

• Question: I have a question about Unit 5 standards, is there supposed to be a MCC6.G.3? It is listed on Learnzillion as drawing polygons in the coordinate plane with given vertices, but the standard is not listed in the frameworks.

Wiki/Email Questions – Unit 7

• Question: I have a question about the placement of the rational number standards. Can we teach them earlier in the year in order to help students with solving the one-step equations?

Wiki/Email Questions – Unit 7

As part of the continuing implementation of CCGPS, the current CCGPS mathematics frameworks and units are being reviewed, revised, and augmented. The Georgia Department of Education is seeking qualified math educators to become part of the 2013 CCGPS Mathematics Resource Revision Team which will assist in this critical process.

The scope of the CCGPS Mathematics Resource Revision Team work will include, but is not limited to:• evaluating newly submitted tasks • assessing the need for additional tasks• assessing the order of current units and tasks• editing of current units and tasks • creating additional tasks to address gaps, if necessary

2013 Resource Revision Team

All work will be completed collaboratively with support structures provided by the Georgia Department of Education Mathematics Team.

All work is to be completed at the Georgia Department of Education, June 3rd-June 6, and June 10-13, 2013.

Team members will be compensated for contracted work in the amount of $2000 and travel expenses will be reimbursed.

If you are interested in becoming a part of the CCGPS Mathematics Resource Revision Team, please respond to the appropriate Georgia Department of Education contact below by March 1, 2013. In your response, please indicate grade level interest, why you would like to be part of this team, related experience, and the contact information for two references.

2013 Resource Revision Team

Grades 6-High SchoolBrooke Kline bkline@doe.k12.ga.usMathematics Program Lead Specialist

Grades 6-High SchoolJames Pratt jpratt@doe.k12.ga.usSecondary Mathematics Program Specialist

As part of the continuing implementation of CCGPS in the year 2013 - 2014, the current GADOE mathematics frameworks and units are being reviewed, revised, and augmented. We are offering an opportunity for educators to assist in this critical process.

The challenge: Create a career-based mathematics task using guidelines provided to supplement and/or address gaps in the existing CCGPS frameworks units.

If your task is selected for addition to a unit, you will receive a $200 honorarium per task. All work is to be original using support structures provided by the Georgia Department of Education Mathematics Team.

If you are interested in participating in this challenge, please view the task creation guidelines at http://ccgps-task-submission-guidelines.wikispaces.com/, and get started! Task submission period begins now and closes May 1, 2013. We look forward to seeing your tasks.

Career-Based Mathematics Task Challenge

As part of the continuing implementation of CCGPS in the year 2013 - 2014, the current GADOE mathematics units are being augmented. We would like your assistance with this critical process.

Student work samples are a vital component of the frameworks which only you can provide. If you have been using the GADOE frameworks and have student work which you would be willing to share, please send it our way. We will remove any identifiers, and include selected student work samples in the revised frameworks which are slated to be released July 1, 2013. If your student work sample is selected for inclusion we will notify you of its placement in the units via email.

Request for Student Sample Work

Submission guidelines: Attach the work sample(s) to an email in any format. Whatever works for you, works for us. Indicate the grade level, unit, and task in the body of your email, and on the work sample in the upper left corner.You may cover any student/school identifiers if you wish, and we will do the same if any remain. Send the email with student work attached to the appropriate team member below. To be considered for inclusion, work samples must be submitted by May 17, 2013. We look forward to seeing your students’ work.

Request for Student Sample Work

Grades 6-High SchoolBrooke Kline bkline@doe.k12.ga.usMathematics Program Lead Specialist

Grades 6-High SchoolJames Pratt jpratt@doe.k12.ga.usElementary Mathematics Program Specialist

On the same winter morning, the temperature is -28° F in Anchorage, Alaska and 65° F in Miami, Florida. How many degrees warmer was it in Miami than in Anchorage on that morning?

Activate your Brain

Adapted from Illustrative Mathematics 6.NS It’s Warmer in Miami

On the same winter morning, the temperature is -28° F in Anchorage, Alaska and 65° F in Miami, Florida. How many degrees warmer was it in Miami than in Anchorage on that morning?

Activate your Brain

Adapted from Illustrative Mathematics 6.NS It’s Warmer in Miami

65− (−28 )=93

65− (−28 )=93

On the same winter morning, the temperature is -28° F in Anchorage, Alaska and 65° F in Miami, Florida. How many degrees warmer was it in Miami than in Anchorage on that morning?

Activate your Brain

Adapted from Illustrative Mathematics 6.NS It’s Warmer in Miami

Achieve: Math Works

http://www.achieve.org/math-works

What’s the big idea?•Develop understanding of the system of rational numbers.•Develop understanding of absolute value.•Standards for Mathematical Practice.

What’s the big idea?

Unit 7: Rational ExplorationsNew Content• Introduction to Integers (Plotting

points in all four quadrants) – came from 7th grade

Coherence and Focus• K-5th

Whole numbers and fractions

• 7th-12th Operations with rational numbers Everything!

How many degrees warmer was it in Miami than in Anchorage on that morning?

Activate your Brain

Adapted from Illustrative Mathematics 6.NS It’s Warmer in Miami

-28 0 65

How many degrees warmer was it in Miami than in Anchorage on that morning?

Activate your Brain

Adapted from Illustrative Mathematics 6.NS It’s Warmer in Miami

-28 0 65

-28 0 65

6528

How many degrees warmer was it in Miami than in Anchorage on that morning?

It is 93° F warmer in Miami.

Activate your Brain

Adapted from Illustrative Mathematics 6.NS It’s Warmer in Miami

-28 0 65

-28 0 65

6528

28+65=93

How many degrees warmer was it in Miami than in Anchorage on that morning?

Activate your Brain

Adapted from Illustrative Mathematics 6.NS It’s Warmer in Miami

-28 0 65

How many degrees warmer was it in Miami than in Anchorage on that morning?

Activate your Brain

Adapted from Illustrative Mathematics 6.NS It’s Warmer in Miami

-28 0 65

0 28 93

6528

65+28=93

How many degrees warmer was it in Miami than in Anchorage on that morning?

Activate your Brain

Adapted from Illustrative Mathematics 6.NS It’s Warmer in Miami

-28 0 65

0 28 93

6528

0 93

93

Examples & Explanations

A flea is jumping around on the number line.

If he starts at 1 and jumps 3 units to the right, then where is he on the number line? How far from zero is he?

Adapted from Illustrative Mathematics 6.NS Jumping Flea

Examples & Explanations

A flea is jumping around on the number line.

If he starts at 1 and jumps 3 units to the left, then where is he on the number line? How far from zero is he?

Adapted from Illustrative Mathematics 6.NS Jumping Flea

Examples & Explanations

A flea is jumping around on the number line.

If he starts at 0 and jumps 5 units away, where might he have landed?

Adapted from Illustrative Mathematics 6.NS Jumping Flea

Examples & Explanations

A flea is jumping around on the number line.

If the flea jumps 2 units and lands at zero, where might he have started?

Adapted from Illustrative Mathematics 6.NS Jumping Flea

Examples & Explanations

A flea is jumping around on the number line.

The absolute value of a number is the distance it is from zero. The absolute value of the flea’s location is 4 and he is to the left of zero. Where is he on the number line?

Adapted from Illustrative Mathematics 6.NS Jumping Flea

Examples & Explanations

Find and label the numbers , , , and on the number line.

Adapted from Illustrative Mathematics 6.NS Fractions on the Number Line

0 1-1

Examples & Explanations

Find and label the numbers , , , and on the number line.

Adapted from Illustrative Mathematics 6.NS Fractions on the Number Line

0 1-1 43

54

−34

−23

Examples & Explanations

Find and label the numbers , , , and on the number line.

State which inequality is true. Use the number line to help explain your answer.

or

Adapted from Illustrative Mathematics 6.NS Fractions on the Number Line

0 1-1 43

54

−34

−23

Examples & Explanations

The lowest temperature ever recorded on earth was -89° C in Antarctica. The average temperature on Mars is about -55° C. Which is warmer, the coldest temperature on earth or the average temperature on Mars? Write an inequality to support your answer.

Adapted from Illustrative Mathematics 6.Comparing Temperatures

Examples & Explanations

The lowest temperature ever recorded on earth was -89° C in Antarctica. The average temperature on Mars is about -55° C. Which is warmer, the coldest temperature on earth or the average temperature on Mars? Write an inequality to support your answer.

The average temperature on Mars is warmer.

Adapted from Illustrative Mathematics 6.Comparing Temperatures

Show What We Know?

Feedback

http://www.surveymonkey.com/s/WZKG5G2Thank you!

Resource List

The following list is provided as a sample of available resources and is for informational purposes only. It is your responsibility to investigate them to determine their value and appropriateness for your district. GaDOE does not endorse or recommend the purchase of or use of any particular resource.

• Common Core Resources SEDL videos - http://bit.ly/RwWTdc or http://bit.ly/yyhvtc Illustrative Mathematics - http://www.illustrativemathematics.org/ Dana Center's CCSS Toolbox - http://www.ccsstoolbox.com/ Common Core Standards - http://www.corestandards.org/ Tools for the Common Core Standards - http://commoncoretools.me/ Phil Daro talks about the Common Core Mathematics Standards - http://bit.ly/URwOFT LearnZillion - http://learnzillion.com/

• Assessment Resources MAP - http://www.map.mathshell.org.uk/materials/index.php Illustrative Mathematics - http://illustrativemathematics.org/ CCSS Toolbox: PARCC Prototyping Project - http://www.ccsstoolbox.org/ PARCC - http://www.parcconline.org/ Online Assessment System - http://bit.ly/OoyaK5

Resources

Resources• Professional Learning Resources

Inside Mathematics- http://www.insidemathematics.org/ Annenberg Learner - http://www.learner.org/index.html Edutopia – http://www.edutopia.org Teaching Channel - http://www.teachingchannel.org Ontario Ministry of Education - http://bit.ly/cGZlce Achieve - http://www.achieve.org/

• Blogs Dan Meyer – http://blog.mrmeyer.com/ Timon Piccini – http://mrpiccmath.weebly.com/3-acts.html Dan Anderson – http://blog.recursiveprocess.com/tag/wcydwt/

Thank You! Please visit http://ccgpsmathematics6-8.wikispaces.com/ to share your feedback, ask

questions, and share your ideas and resources!Please visit https://www.georgiastandards.org/Common-Core/Pages/Math.aspx

to join the 6-8 Mathematics email listserve.Follow on Twitter!

Follow @GaDOEMath

Brooke KlineProgram Specialist (6‐12)

bkline@doe.k12.ga.us

James PrattProgram Specialist (6-12)

jpratt@doe.k12.ga.us

These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.