1) Teachers were asked to complete an item analysis tool to identify the most missed items on assessments and analyze possible student misconceptions. They were also to consider tasks that could help develop student understanding. 2) The group discussed creating rich learning experiences aligned to the Common Core State Standards, including using higher-order thinking skills and mathematical practices like problem-solving. 3) Attendees were given strategies for modifying questioning practices to better engage students in the Standards, such as asking "what if" questions or having students generate their own questions from answers.

1. • Sign In
• Complete Item
Analysis tool
• Make predictions for
data (Data Dialogue
prompts)
PUHSD
February 9, 2012

2. PUHSD
February 9, 2012

3. • Turn calculator on
• Click 5 Settings
• Click 5 Login
• Sign into the calculator
with your given
username and
password
• Answer the quick poll
and hit submit. Then
you can log out and
share the calculator
with another team
member

4. What do you predict to be the most
missed?
• Pick one the of the most missed items
and analyze the question
• What was the student misconception?
• How can you address the
misconception?
• What task would support developing this

8. How do you create rich learning experiences
that meet the demand of CCSS?

9. • The Common Core
proposes a set of
Mathematical Practices that
all teachers should develop
in their students. These
practices are similar to the
mathematical processes
that NCTM addresses in the
Process Standards in
Principles and Standards
for School Mathematics.

10. • Your table is assigned a specific mathematical practice.
•
Student Actions Teacher behaviors needed to
help facilitate this practice

12. Lesson Planning Secret # 1: How was students’ prior knowledge
addressed in creating the lesson?
Lesson Planning Secret # 2: How much of the lesson / material
was covered through student exploration or student questioning
(instead of didactic lecture)?
Lesson Planning Secret # 3: What kinds of varied activities were
used to engage students and stimulate intellectual rigor?
Lesson Planning Secret # 4: What kinds of in class formative
assessments were used to form the lesson as well as evaluate the
effectiveness of the lesson?
6 secrets to Lesson Planning Secret # 5: Reflect on the depth
lesson planning of conceptual understanding of the content
demonstrated by the students.
• How did the lesson provide for high cognitive
demand task opportunities?
Lesson Planning Secret # 6: Reflect on the processes that students
were asked to use to manipulate information, arrive at conclusions,
and evaluate knowledge claims.
• How do students communicate their ideas to each other?

13. Goal 1: What are rich mathematical tasks?
• How can we encourage higher-order thinking skills? How
do tasks support problem-solving?
Goal 2: How do we implement rich mathematical tasks
in the classroom?
• What questioning strategies do we use?
• What do teachers do to support learners engaging in rich
mathematical tasks?

14. 1. If you graph the ordered pairs (d, F) from the
table, they lie on a line. How can you tell this
without graphing it?
2. Prove that the line in F 2.25d 1.5
question 1 has equation:
3. What do the 2.25 and the 1.5 in the equation
represent in terms of taxi rides?

15. 4 Strategies to modify our current questioning practices –
This is a starting point to engage in the CCSS
Mathematical practices
Here is the answer, Make up your own
what could the
question be?
What if? All answers

16. Here is the answer, Make up your own
what could the
question be? Create three problems
that you need to apply
two or more properties
The roots of an of exponents to
equation are 2 and 3. simplify. Be sure to
What is the equation? justify why you need to
apply those properties.

17. What if? All answers
What if I changed the
value of a to a number How many possible
greater that 1? What solutions are there?
would happen to the
graph?
2
y ax bx c

19. Team Planning Questions that Promote CCSS Mathematical Practices
As we develop common tasks and problems to be used during the
unit, we should consider:
• Is the problem interesting to students?
• Does the problem involve meaningful mathematics?
• Does the problem provide an opportunity for students to apply and
extend mathematics?
• Is the problem challenging for students?
• Does the problem support the use of multiple strategies or pathways
for solution?
• Will students’ interactions with the problem and with peers reveal
information about students’ mathematics understanding?
CCSS in a PLC (2012)

20. • Three PLC dates (September, February
and April)
• Register for testing on the ning
• If you are new to AQT/GQT, submit a
pacing calendar and syllabus for course
approval by Friday October 28th.
• Students take Midterm in late December or
early January and you must bring all
student work with you to the February
meeting

21. • Next PLC date is April 17 or 19th.
• Complete spreadsheet and return to Mona
electronically by Thursday 3/29/12
• Answer documents and 1 copy of the
exam will be distributed at the April PLC
and you or a representative must attend

22. • What are three things I
learned?
• What are two things I
would like to more about?
AQT/GQT • What is one thing that I am
still confused about?