## AGENDA June 28 & July 1-3, 2002Professional Development Workshop

Friday, June 28
• Checking In

• Clarifying Goals:
Read the goals below AND skim the Agenda to see how it fits together as a package.
NOTICE THE HOMEORK ASSIGNMENT FOR WEDNESDAY.
• to become more familiar with graphing calculators, including the use of CBRs;
• to get an introduction to Fathom, a dynamic data and statistical software program;
• to become more familiar with Geometer's Sketchpad 4;
• to continue thinking about approaches to stimulate students' mathematical thinking;
• to plan for Fall courses, including identifying resources and activities.

• Where are you on this graphing calculator (GC) proficiency continuum?
• Beginner = "I am not sure what the 'Windows', 'Zoom', 'Trace', and 'Stats' buttons do."
• Intermediate = "I can use the GC to do things like find zeroes of functions, or put data in a list and display it graphically as a box or scatterplot."
• Advanced = "I know how to use the GC in my classes to reinforce instruction."

• Exploring the "Calculating Speeding Fines" problem

• Exploring CBRs with the TI-83 Plus

Monday, July 1
• Warm Up Activity: Gender Equity?

• Exploring Fathom - a dynamic data and statisics software program with Jo Ann Fricker

• The beginner's essential terminology: collection; case table; summary table; graph; slider; formula editor; simulation

• Playing With Virtual Dice
How could Fathom be used as a launchpad for the kinds of questions and simulations that will engage students and lead them to discover the mathematics of probability?

• Exploring Teacher Pay
Specifically, we will explore the correlation between states' averages for teacher pay and per pupil spending.

• Drop the address (url) onto a new Fathom page; the imported data is automatically converted to a new collection.

• Get a case table; correct the attributes to be State, Pay, PerPupil, and Region.

• Create a Graph with Pay as a single attribute (on the horizontal axis), and show the data as a dotplot. Show the mean on the dotplot by using:
Graph >> Plot Value >> Functions >> Statistical >> One Attribute >> Mean. Repeat the sequence to show Median.

• Create another Graph using PerPupil (on the horizontal) vs. Pay (on the vertical). Drag-&-drop Region onto the center of the graph to make visible an additional categorization of the data.

• Simulating "Gender Equity?"

• A PACKETS Unit focused on population density:
Shapes (http://www.ets.org/pathwise/newsart.html)

Tuesday, July 2

Wednesday, July 3
• Warm Up Activity: Modeling Exponential Decay

• "Going over the homework"
Identify the important topics/concepts/relationships that are most difficult for students to 'get'.
Should we organize this by courses, like "Fundamentals", Alg 1, Geom, Alg 2, Pre-Calc; ... OR, organize this by the NJ-CCC Standards: Number & Numerical Operations; Geometry & Measurement; Patterns & Algebra; Data Analysis, Probability, & Discrete Mathematics; Mathematical Processes?

• What can we collaboratively generate as ways to addresss each of these?

• What other areas of professional growth can we help you with today?
• Evaluation Form

The Draft Revised New Jersey Core Curriculum Content Standards in Mathematics
(http://www.state.nj.us/njded/news/standards/s4_math.htm) focus on the mathematical content that students should know and be able to do.

(Numbered) Standards and Associated (Lettered) Strands
• 4.1. Number and Numerical Operations
• A. Number Sense
• B. Numerical Operations
• C. Estimation

• 4.2. Geometry and Measurement
• A. Geometric Properties
• B. Transforming Shapes
• C. Coordinate Geometry
• D. Units of Measurement
• E. Measuring Geometric Objects

• 4.3. Patterns and Algebra
• A. Patterns and Relationships
• B. Functions
• C. Modeling
• D. Procedures

• 4.4. Data Analysis, Probability, and Discrete Mathematics
• A. Data Analysis (Statistics)
• B. Probability
• C. Discrete Mathematics--Systematic Listing and Counting
• D. Discrete Mathematics--Vertex-Edge Graphs and Algorithms

• 4.5. Mathematical Processes
• A. Problem Solving
• B. Communication
• C. Connections
• D. Reasoning
• E. Representations
• F. Technology