Check in -- what have we accomplished? What concerns/issues come tomind? What needs to be done?

accomplishments:

good start with topic; have lots of resources to investigate

valuable to know which topic we are designing around

having the goal of all students engaged in groups during the lesson

know topic; have lots of resources

getting a good feel of lesson study

thinking about how our topic connects to previous and future topics

concerns:

not too much time until we teach the lesson

what should we be looking for as we analyze resources? strategies, methods, objectives?

confused about the current step as we look through resources

are we making connections? we need to specify the goal more specifically

time crunch; will we be ready for a practice run with teachers next friday?

would like to see a concrete timeline of what needs to get done by when

tasks tend to take longer than anticipated

suggestions:

make a time line

alter agenda to settle lesson goals and objectives first

shorter, in-process presentations

3. Set time line

7/7 Thur

set time line

establish lesson goals and objectives

mini-presentations on resources

7/8 Fri

look at lesson template from Aki (Brynja)

consider lesson flow (Thinking Through Lesson Protocol)

discuss groupworthy tasks article (Bill)

7/11 Mon

finalize task(s)

7/12 Tue

write lesson

predicting student reactions

7/14 Thur

choose presenter

run through lesson

7/15 Fri - TEACH PRACTICE LESSON

7/18 Mon

tweak lesson

choose presenter

7/19 Tue - TEACH LESSON

teach lesson

debrief lesson

eat ice cream

7/21 Thur

write up report on lesson study

7/22 Fri

present lesson study outcomes to SSTP colleagues

4. mini presentations on resources

Common Core

solving systems introduced in grade 8 and continues into high school standards

bulk of the standards on solving systems is in Algebra I course (appendix A); ater grades may expand to more than two variables and the use of matrix solution methods

in appendix A; in particular reasoning with equations and inequalities

focus is on represent, analyze, and solve

Discovering Algebra

can be used in traditional or constructivist manner

problem sets at end of sections

exploration/investigations in the midst of each section

context is finding break-even points; population comparison; races with head starts

varying format of the equation-- not always y = mx + b

include substitution and elimination methods

special cases with

Connected Mathematics Project

concepts are embedded in real world experiments

context for introduction is walking races

students encouraged to think about how to compare two walkers before the formal introduction of concepts and solution methods

multiple representations (tables, graphs)

analysis includes consideration of y-intercepts and interpreting the meaning thereof

Pearson

interesting story at the outset of the section

traditional approach

begins with definition, then verify whether points are solutions or not

graphical representations

special cases (parallel, overlapping, intersecting)

includes substitution and elimination methods

McDougall-Littell

begin with graphing lines and verifying solutions (drawing on previous sections)

contexts include money (monthly vs daily bus passes)

algebraic methods presented in rapid successsion

subsequent sections include three variable systems and graphing in three dimensions

Holt - Comparing Quantities

introduces concepts via real life contexts, perhaps in contrived situations

comparison tables as a mode of finding solutions

traditional algebraic representations (e.g. equations) introduced

College Preparatory

5. Possible objectives for the lesson

surface students' existing knowledge of systems and solutions

the uniqueness of solutions for consistent, independent

concept that the graph represents all the points that satisfy particular equations

6. Homework: each member drafts lesson objectives or goal

Present: Bill, Karen, Jocelyn, Brynja, Betul, Pedro, Dave, Vicki, Tom, Mary, Bushra

Agenda

3. Set time line

4. mini presentations on resources

5. Possible objectives for the lesson

6. Homework: each member drafts lesson objectives or goal