Day 1: June 6, 2011 (Kristin, Shirley, Sheryle, Amber) 8:30 Norms, parking lot (Shirley) 8:40 Class builder (Sheryle) 8:50 PS 1 Materials: Rulers,

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1 Day 1: June 6, 2011 (Kristin, Shirley, Sheryle, Amber) 8:30 Norms, parking lot (Shirley) 8:40 Class builder (Sheryle) 8:50 PS 1 Materials: Rulers, protractors, colored pencils, shapes printed on colored paper Generate and see the need for a common mathematical vocabulary. See the connections to the CCS for mathematical practice 6 Attend to precision. Instructions: You have 15 minutes to write a description of your shape. You will give your description to someone else to try to draw. Choose your words carefully so they can draw it as accurately as possible. 9:05 Instructions: Now switch with someone from another table. Draw their figure as carefully as possible according to their directions. You have 15 minutes As they work: Look for especially good instructions/renderings. Look for miscommunications. 9:20 Instructions: Take 5 minutes to write some feedback to the person who wrote the description. What was particularly helpful? What could have been clearer? 9:25 Instructions: Return the paper to the person who wrote the instructions. Take a look at what they wrote. 9:30 Summarize: Have people come up and share their descriptions, the original picture and the drawn picture. Draw out vocabulary that was needed for this exercise. Explain the purpose of the task; connect to CCSMP 6. Word wall: Add vocabulary that is identified in the discussion 9:50 Break 10:00 PS 2 Materials: Rulers, colored pencils, dice, polystrips State and explain the triangle inequality theorem. Recognize that there is only one triangle (up to congruence) given three side lengths. Recognize that if there exists a quadrilateral with 4 given side lengths, then there are an infinite number of quadrilaterals with those 4 given side lengths. Explain mathematical thinking and connect to CCSMP 3 Construct viable arguments and critique the reasoning of others. Launch: We will not have time to complete this problem set today. Please get started and we will discuss up through problem 3 in 25 minutes. As they work: Help as needed. 10:25 Transition to pretest, remind people that we will continue this tomorrow. 10:30 Stipend forms, pretest, daily eval 1

2 Day 2: June 7, 2011 (Kristin, Shirley, Paula, Amber) (set up triangles on the floors) 8:05 Materials: Rulers, colored pencils, dice, polystrips Launch: We will finish PS 2 and collect it at the end of the day. We are especially interested in your explanation for 6(b). When you get there, carefully write up your explanation for that problem. We will discuss in 30 minutes. As they work: Look for people who clearly articulate that The sum of two sides of a triangle must be greater than the third (this is sometimes called triangle inequality thm) There is only one triangle (up to congruence) given three lengths that satisfy the triangle inequality theorem If there is one, then there is an infinite number of quadrilaterals given 4 potential side lengths Summarize: Ask people to come up and explain what they have found. Do Geogebra demos (SSS congruence, Quadrilaterals). Point out that 7 th grade says Draw, construct, and describe geometrical figures and describe the relationships between them. HS geometry, they will make more formal constructions as represented by the geogebra sketches. (do SAS, ASA, ASS) 9:00 Investigation 4.3 from Shapes and Designs The Quadrilateral Game (Shirley, Paula) 9:50 Break (set up triangles on the floors) 10:00 Team builder (Shirley, Paula) 10:10 PS 3 Materials: Rulers, protractors, colored pencils, scissors, spheres Vocabulary: vertical, complementary, supplementary, corresponding Explain why vertical angles are congruent Given that corresponding angles are congruent, show that supplementary angles add to 180 Launch: Word wall: supplementary, complementary, vertical, corresponding angles As they work: Help Summarize: The corresponding angles postulate is related to the parallel postulate, which says that given a line L and a point P not on L, there is one and only one line that is parallel to L through P. It turns out that there are geometries where this is not true! :50 PS 4 Materials: Rulers, protractors, colored pencils, scissors Explain several different ways why the sum of the angles in a triangle is always 180 Understand that this fact is true only in Euclidian geometry 11:05 When everyone has gotten through the first page, do the demo. 11:20 Collect PS 2, daily evals 2

3 Day 3: June 8, 2011(Kristin, Shirley, Tammy, Amber) 8:05 Continue working on PS 4. Summarize PS 4: Have people come up and explain why the sum of the angles on a triangle is 180. Then do demos on the sphere: 8:40 Return PS 2. Discuss. Ask selected participants to come up and explain their answer. 8:55 Team builder Broken Squares (Tammy) 9:10 PS 5 Materials: Rulers, protractors, colored pencils 9:30 Break Understand that the area of a polygon is the number of square units required to cover its interior Develop a deeper appreciation for the relationship between multiplication and areas of rectangles Find the area of polygons using the moving and combining principles Explain the formulas for the area of a parallelogram/triangle Launch: We will collect PS 5. As they work: Look for everyone to finish p. 1. Discuss. 9:40 Continue with PS 5. When everyone is either finished with #5 or stuck, go over it together. From here on out we can use the formula for the area of a parallelogram. Look for people who find the area of a triangle by making a rectangle and others who do it by making a parallelogram. 11:00 Summarize: Have people come up and explain the formulas. Do geogebra demos area of parallelograms 1 and 2, triangles. Also: we can either think of area as a model for multiplication or define the area to be the product. Either way, we want areas of rectangles to be bundled in people s minds with the product of the side-lengths. 11:20 Collect PS 5 Daily evals 3

4 Day 4: June 9, 2011 (Kristin, Shirley, Paula, Amber), return PS 5 8:10 Talking chips (Shirley) 8:25 PS 6A Materials: Rulers, colored pencils Define the side-length of squares in terms of the area of the square As they work: Look for people who find the areas of the squares in different ways. Summarize: Look at several squares, especial \sqrt{2}. First, how do you know they are squares? How do you know what the side lengths are? Define square roots. 8:40 PS 6B (Paula) 9:40 Share work for 6B 9:50 Break 10:05 PS 6C Materials: Wire and soap (for challenge problem) Prove the Pythagorean Theorem Use the Pythagorean Theorem Launch: We will collect 6C 11:20 Go over proof. Collect 6C. If time, build model of challenge problem Daily evals Day 5: June 10, 2011(Kristin, Tammy, Sheryle, Amber) 8:10 Return PS 6C. Discuss. 8:40 PS 7 Materials: Patty paper, colored pencils Understand rigid transformations Launch: Introduce language of rigid transformations Word wall: Translations, rotations, reflections I've got mail (Tammy or Sheryle) 10:10 PS 7 continued 11:50 Daily evals 4

5 Day 6: June 13, 2011 (Kristin, Paula, Tammy, Amber) 8:00 Have elementary together, middle school together, HS together. Respond to daily evals. 8:05 Corners (Paula, Tammy) 8:15 PS 7B Materials: Colored pencils, rulers, patty paper Deepen understanding of rigid transformations by setting them in the coordinate plane. Recognize that rigid transformations preserve lengths and angles. Understand that congruence is defined in terms of rigid transformations. Know that for polygons, congruence is characterized by having the same side-lengths and angle measures for corresponding sides and angles. See how concepts related to congruence build from elementary to HS. CMP 5.1: Everyone does this one. As people finish 5.1, give out 5.2. When everyone has finished 5.1, discuss. Hand out 5.3, PS 7C, 7D. Explain the difference and let people choose which one to work on. Think-pair-share: Think about the problem set you just did. How does that work prepare students for the next level (or how does earlier work prepare students for this level)? What is the relationship between symmetry and transformations? Between transformations and congruence? Summarize: Line symmetries are studied in 4 th grade. This is partly in preparation for exploring the properties of rigid transformations in 8 th grade. Congruence is defined in terms of rigid transformations. Highlight the following standard from CCSS: HS G-CO: 7. Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent. 10:10 PS 8 Materials: Patty paper, colored pencils, rulers, protractor Understand dilations Understand and use scale factors Know and use AAA condition for similar triangles Launch: We will collect PS 8. Introduce dilations. Word wall: Dilations, scale factor 5

6 We made big changes on the last few days and I was not able to keep up with the detailed planning schedule Day 7: June 14, 2011 (Kristin, Sheryle, Tammy, Amber) 8:05 Team Interview (Sheryle, Tammy) 8:20 PS 8 (cont) 10:10 Day 8: June 15, 2011 (Kristin, Sheryle, Tammy, Amber) 8:05 PS 8B Materials: See how concepts develop toward similarity and how similarity is used. Jot thoughts (Sheryle, Tammy) 10:10 10:20 Day 9: June 16, 2011(Kristin, Sheryle, Paula, Amber) MnMs 15 minutes (Sheryle, Paula) 8:05 Worksheets Who am I? 10 minutes (Sheryle, Paula) 10:10 Worksheets Day 10: June 17, 2011 (Kristin, Tammy, Paula, Amber) 8:05 PS 9, 10 Materials: 10:10 Post-test Evaluation of institute 6