Here are three key takeaways I gathered from today's discussion: 1. When designing lessons and units, it is important to ensure they incorporate "worthwhile mathematical tasks" as defined by Stein and Smith. These tasks revolve around interesting problems, require examination and perseverance, build understanding through clear learning expectations, and allow for reflection. 2. Both lessons and units should be evaluated against the demands of the Common Core State Standards to ensure they are adequately addressing the targeted content. Key elements to examine include the standards addressed, essential questions, and embedded assessments. 3. Professional learning communities can improve student achievement through high-leverage actions like collaboratively examining student work, promoting consistency in evaluation, and reflecting on instructional

2. IB
ACT
Cambridge
Common Core AZ 2010

4. • What is PUHSD ACT/CCSS Vision for
mathematics curriculum, instruction and
assessment?
• What is the definition of rigor and
relevance? What does it look like, what
does it sound like?
• How will you incorporate researched-
based instructional strategies to create a
learning plan that meets the demand of
CCSS?

5. • What does an instructional unit look
like?
• How can we evaluate our current
units and lesson to ensure that our
learning plans meet the demand of
CCSS?
• What high-leverage actions can our
PLC use to improve student
achievement?

7. Rate your knowledge of the
educator toolbox on a scale
of 1-5.
• 5: I can describe each
strategy and how it
engages student in their
learning
• 1: I still need help finding
the book.

8. Strengths Challenges

9. Student Mathematical Practices Educators Toolbox
Make sense of problems and
persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and
critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in
repeated reasoning.

10. • How will you
incorporate
researched-based
instructional
strategies to create
a learning plan that
meets the demand
of CCSS?

11. PLC Actions

15. Circle one name from each level of
performance and gather those student’s
assessment

18. • Determine the degree to which student
work meets the criteria of high-quality work
(five finger rule).
• Collaborate and reflect on the instructional
process.
• Promote consistency in evaluating student
work.

19. What kinds of learning experiences
will prepare students for the
demand for the CCSS?

20. As students progress through a
curriculum, they will learn
mathematics by engaging in
“worthwhile mathematical tasks”
(Hiebert, 2002)

21. What is a Great Task? A great task:
• Revolves around an interesting problem – offering
several methods of solution
• Is directed at essential mathematical content as
specified in the standards
• Requires examination and perseverance – challenging
students
• Begs for discussion – offering rich discourse on the
mathematics involved
• Builds student understanding – following a clear set of
learning expectations
• Warrants a summary look back – with reflection and
extension opportunities

22. (Stein & Smith, 1998)

24. • What high-leverage
actions can our
PLC use to improve
student
achievement?

25. Lesson Design: Part 2

26. How do you (as an individual) solve your
problems?
Student Toolbox
• What’s in it?
• Do they know?
• Are they given
opportunities to add
new tools to their
box?

27. Example
Lesson

28. • How can we
evaluate our current
lessons to ensure
that our learning
plans meet the
demand of CCSS?

29. Unit Design

30. • What are the big ideas of the
unit?
• What are the standards?
• What are the essential
questions?
• What are the learning activities
needed to meet the standards?
• What are the embedded
assessments? How will you
check for understanding?

33. • Activity directions: Focus on
• Person 1:16-18
• Person 2: 29-33,
• Person 3: 46, 53,
• Person 4: 56, 58

34. • How can we
evaluate our current
lessons and units
to ensure that our
learning plans meet
the demand of
CCSS?

35. Algebra Assignments
Campus
List of units for
CCSS unit Assignment/
Algebra
Location
1. Introduction to Linear Functions ACT unit - Metro Tech
Algebra I: The Value of revising
a Variable
2. You’ve Got Equations and ACT unit - Camelback
Problems? Algebra’s Inequalities revising
Got Solutions!
3. The Three R’s: Rise, Linear Functions ACT unit - Maryvale
Run, and Regression revising
4. Systems of Linear Linear Functions On SharePoint
Equations (Metro)
5.Beyond the First Expressions and 3/4 done (Alhambra) -
Degree: Exponents Equations Needs to be reviewed
and Polynomials
6. Factoring and Quadratic functions 1/2 done on
Quadratics SharePoint
(Camelback)
7. Radical Expressions Exponential Functions & Fairfax
and Equations Expressions and
Equations
8.Rational Expressions Expressions and North
and Equations Equations
9.Data Analysis Statistics and Matrices Stats teachers will

36. Geometry Assignments
CCSS
List of Units for Geometry Campus Assignment/ Location
unit
1.Foundations of Geometry: There is no Carl Hayden
Royal Road to Geometry
2. Coordinate Geometry Fairfax
3. Beyond a shadow of doubt: Logic and ACT created this unit and
Proof it is on SharePoint - Trevor
Browne
4. What is so special about Angles Pairs Unit started on SharePoint
? (Metro Tech)
5. Triangles: Segments and Angles and Maryvale
Sides, oh my?
6. Congruent triangles: Shortcuts North
7. What’s your angle on polygons and Chavez
quadrilaterals
8. Area, Perimeter, and geometric Unit started on SharePoint
probability (Camelback)
9. Around the outside and inside: lateral Unit started (Alhambra)
Area, surface area, Volume
10.Similarity South
11.What’s so right about right triangles? ACT unit - Metro revising
12.Trigonometry Metro Tech
13. Going in Circles Alhambra
14. Constructions District Team
15. Creating Change: Transformations in unit started on SharePoint

37. As you are preparing for
writing lesson plans and unit
plans, what are three “take-
aways” from today that you
will reference? How will
these ideas or tools support
you and your team’s work?