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Session 9 Modeling with Geometry

Session 9 Modeling with Geometry. Common Core High School Mathematics: Transforming Instructional Practice for a New Era. 1. 1. Learning Intentions & Success Criteria. Learning Intentions:

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Session 9 Modeling with Geometry

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  1. Session 9 Modeling with Geometry Common Core High School Mathematics: Transforming Instructional Practice for a New Era 1.1

  2. Learning Intentions & Success Criteria Learning Intentions: We are learning to deepen our understanding of the Common Core State Standards and the implications for teaching and learning mathematics. Success Criteria: We will be successful when we can describe how the content standards and math practice standards are evident in the implementation of a mathematical task.

  3. Agenda • Homework review and discussion • Slicing a cube • Reading G-GMD and G-MG • Break • MKT assessment • Reflection and goal setting • Tying up loose ends 1.3

  4. Homework Review and Discussion Activity 1: • Table Discussion: • Discuss your write up for the day 8 math task Tangent line and radius: • Compare your strategies with others at your table. • Reflect on how you might revise your own solution and/or presentation. 1.4

  5. Slicing a Cube Activity 2: • Let’s begin with a warm-up: What figures can be produced when a plane slices through a sphere? • As a table group, discuss the possibilities. Try to come up with a complete list. (How do you know that your list is complete?) 1.5

  6. Slicing a Cube Activity 2: • Now for the real question: What figures can be produced when a plane slices through a cube? • Try to visualize possible answers to this question individually. • Compare your understanding with your table group. Do you find this question easier or harder than the previous one? (Why?) 1.6

  7. Slicing a Cube Activity 2: • At your tables, consider the list of figures on the handout. Which do you think are possible to obtain, and which are impossible, when a plane slices through a cube? • Begin by experimenting with the plastic cubes and the colored water, but eventually you should provide geometric reasons to support each of your experimental conjectures. 1.7

  8. Reading G-GMD and G-MG Activity 3: • Read these standards from the high school Geometry conceptual category • Turn and talk: • How do you see these standards in the activity you have just completed? 1.8

  9. Break

  10. Official Business Activity 4: 1.10

  11. Reflection and Goal Setting Activity 5: • Read through the course expectations for the school year • Work on your personal reflection and goals 1.11

  12. Reflection and Goal Setting Activity 5: • Work on your team reflection and goals 1.12

  13. Tying up Loose Ends Activity 6: Any questions? Any answers? Any rags, any bones, any bottles today? 1.13

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