What does CCSS instruction/classroom look like?

The task you select.The questions you ask.What Standards for Mathematical Practices do you see?

1. Make sense of problems and persevere in solving them 2. Reason abstractly and quantitatively3. Construct viable arguments and critique the reasoning of others4. Model with mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure8. Look for and express regularity in repeated reasoning

Outside temp

# of

Icee soldin

day

What could this data point represent?

Discuss with your partner some generalizations you can make about the scatter plot.

When both quantities increase you will see a positive correlation between the two quantities.

What 2 quantities are we comparing?

Outside temp

# of

Icee soldin

day

In your group talk about different quantities you can use that would match this scatter plot.

When both quantities increase you will see a positive correlation between the two quantities.

What do you notice about this data point?

Why might this have occurred?

Can you come up with quantities that could describe the correlation in this scatter plot?

How do these quantities vary?

When both quantities increase you will see a positive correlation between the two quantities. What kind of correlation might we call this?

When one quantity increases while the other decrease then you will see a negative correlation between the two quantities.

Temp.

Dogs barking

What do you notice about barking dogs and temperature?

As temp. increases the number of dogs that bark vary.

When one quantity increases as the other varies then there is no correlation between the two quantities.

Come up with different quantities that describe a scatter plot that has no correlation.

Cluster: Standard:

Common Core Lesson Design

Lesson Objective

Students will understand the 3 types of correlation

Task/Multiple representations

Tables, equations & graphs

Key Skills Coordinate planeIntegrity of a # lineslopeOrdered pairs

Essential Questions:

What do you see?What do you know?What does each point mean?Are there 2 pts with the same temp?Are there 2 pts with the same sales?What is a dependent quantity?

Mathematical Practices:

1.Make sense of problems and persevere in solving them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically 6. Attend to precision7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning.

Student Misconceptions/student errors

Lack of discreet mathematics.Discrete vs. continuousStudents connect the pointsWhat is an outlier

Connections: SlopeTrend linesLinearityExponentialTables, equations & graphs

1. Get into grade level groups.2. Select a task. (What are you teaching in your classes right now?)3. Discuss how you teach this task. (Best practices)4. Write the questions you might ask your students.5. Identify the mathematical practices that are

present in the task. 6. Prepare to share.

1. Make sense of problems and persevere in solving them 2. Reason abstractly and quantitatively3. Construct viable arguments and critique the reasoning of others4. Model with mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure8. Look for and express regularity in repeated reasoning

YOUR TURN

Add 2 tasks HS/MS

• Multiple entry points & exit points

Evaluations•Please fill out the evaluation forms provided.

•Specific feedback is greatly appreciated in the comment section to better address the needs of participants.