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Geometry: Participant Handout

Agenda

Session 1:

Welcome

Overview/Desired Outcomes

Revised Geometry Instructional Guide

Strategies for Meeting the Needs of EL, SEL, SWD

Session 2:

Unit 1 Concept Task: Amazing Amanda:

Set Up, Explore, Share, Discuss and Analyze

Debriefing the Concept Task

Session 3:

Planning the Implementation of the Unit 1 Concept Task

Using the Thinking Through a Lesson Protocol

Engaging in a Related Adult Mathematical Task

Handout required for this activity:

California Content Standards: Geometry, Blueprint

In your groups, use a Think-Ink-Pair-Share strategy to respond to the questions individually and then discuss first with a partner, and then with the entire table.

Question: Which of the California Geometry content standards refer to proof and mathematical reasoning?

Question: How many questions are there likely to be on proof and reasoning on the Geometry CST examination?

Question: How might this affect your instruction?

Handout required for this activity:

LAUSD Geometry Concept Organizer

In your groups, use a Private-Partner-Public strategy to study the revised Geometry Concept Organizer in order to respond to the questions below. After sharing with table partners, prepare to share out with the whole group.

Question: What is the purpose of the Transitions box?

Question: What is the purpose of the Reasoning box? (The cloud shaped box in the middle of each page)

Question: How are constructions incorporated into the organizer?

Question: How is Coordinate Geometry incorporated into the organizer?

Question: How will you incorporate the organizer into your instruction?

Information Sheet:

LAUSD 2008 – 2009 Mathematics Instructional Guide

Located at:

http://www.lausd.net/math/SecondaryMath

The Geometry materials for the 2008 – 2009 school year are located at the LAUSD secondary mathematics website.

Click on the “Instructional guide” link on the left of the page.

Click on the “Geometry” tab

You can now access all of the Geometry MIG materials, such as the Concept Organizers, Concept tasks, Textbook Connections and Periodic Assessment Blueprints. (Note: There are Geometry Periodic Assessments beginning in the 2008 – 2009 school year.)

IBO Video 1:

Strategies for teaching EL, SEL and SWD

Watch IBO video number 1. Follow along with the lesson and fill in the accompanying worksheet below.

IBO Video 2:

Strategies for teaching EL, SEL and SWD

Watch the second IBO video. Discuss with your group and answer the questions below. Be prepared to share your responses in a whole group discussion.

Question: What differences did you observe between the two videos?

Question: How can these differences (strategies) help all students have greater access to the Geometry curriculum?

Question: How can these differences (strategies) help students develop their academic vocabulary?

Frayer Model: Interior Angles

Complete the Frayer Model below.

Concept Task: Debriefing

Question: What do you feel are the mathematical goals of the task?

Question: In our engagement with this task today, what did you observe that you feel will provide access for all learners; EL, SEL and Students with Disabilities?

Question: Additionally, what did you observe that you think will help English Learners develop their academic language proficiency?

Handout required for this activity:

Thinking Through a Lesson Protocol

Work with your group to answer these selected questions from the TTLP with reference to the Unit 1 Concept Task, “Amazing Amanda”.

Each group is asked to record their responses/questions generated on poster paper for whole group debriefing by means of a gallery walk.

Question: (From TTLP Part I, SET-UP)

In what ways does the task build on students’ previous knowledge? What definitions, concepts, or ideas do students need to know in order to begin to work on the task?

Question: (From TTLP Part II, EXPLORE)

What questions will you ask to assess students’ understanding of key mathematical ideas, problem solving strategies, or their representations?

Question: (From TTLP Part III, SHARE, DISCUSS AND ANALYZE)

What specific questions will you ask so that students will:

· Look for patterns

· Begin to form generalizations

Adult Mathematical Task: Proof

Use mathematical induction to show that the sum of the interior angles in a convex polygon with n sides is

Adult Mathematical Task: Proof