1 / 29

Partners for Mathematics Learning

PARTNERS for Mathematics Learning Grade 7 Module 1. Partners for Mathematics Learning. 2. Video Overview Welcome to the first of six modules of Partners professional development for teachers of seventh grade. Partners for Mathematics Learning. 3. Problems, Problems, Problems

drucilla
Download Presentation

Partners for Mathematics Learning

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. PARTNERS forMathematicsLearning Grade7 Module1 Partners forMathematicsLearning

  2. 2 VideoOverview Welcometothefirstofsixmodulesof Partnersprofessionaldevelopment forteachersofseventhgrade Partners forMathematicsLearning

  3. 3 Problems,Problems,Problems SorttheBigIdeasfromyourbagaccording tothe5strands Readtheproblemsaloudwithinyourgroup anddecidewhichproblemgoeswitheach BigIdea Bereadytosupportyouranswers Partners forMathematicsLearning

  4. 4 ReviewingtheBigIdeas Werethereproblemsthatfitwithmore thanoneBigIdea?Ifso,whichones? Howcouldyouusesomeofthese problemsinyourclassroom? Partners forMathematicsLearning

  5. 5 WhatisESSENTIAL? Lookatthenew2009StandardCourse ofStudyforgradeseven Whatdoyounoticeaboutthewaythe essentialsarewritten? Isthereanythingthat“jumpsout”thatis differentfromthecurrentcurriculum? Partners forMathematicsLearning

  6. 6 SumsandWhiskers Completetheadditionchartwiththe sumsthatrepresenttherollingoftwo numbercubes Findandrecordthetheoretical probabilitiesofrollingeachpossiblesum Whatdothedatatellyou? Partners forMathematicsLearning

  7. 7 SumsandWhiskers Rollthenumbercubes25timesandrecord thesumofthefacesinafrequencytableor lineplot Findandrecordtheexperimentalprobabilities ofrollingeachpossiblesum Compareandcontrastyourexperimental probabilitieswiththetheoreticalprobabilities Partners forMathematicsLearning

  8. 8 SumsandWhiskers Usingyour25sums,findthemeasuresof center(mean,median,andmode) Howdothesedatarelatetothetheoretical probabilities? Createabox-and-whiskerplotusingyour 25sums Howdothesedatarepresentedonthe box-and-whiskerplotrelatetothe theoreticalprobabilities? Partners forMathematicsLearning

  9. 9 SumsandWhiskers Whatdatacharacteristicsaremasked bythebox-and-whiskerplot? Compareyourresultswithanotherpairof participants Doesvariabilityexistbetweenthetwo samples? Partners forMathematicsLearning

  10. 10 SumsandWhiskers Whatbigideaisthefocusofthisactivity? Howdoesthisactivityhelpstudentsrelate probabilitytodataanalysis? Howdoesthisactivityhelpstudentsthink aboutmeasuresofcenterinrelationto probabilityanddistribution? Partners forMathematicsLearning

  11. 11 Three-PartFormatfor Problem-BasedLearning Beforebeginningthetask Getstudentsmentallyprepared Besurethetaskisunderstood Establishexpectations TeachingStudentCenteredMathematicsGrades5–8 JohnA.VandeWalleandLouAnnH.Lovin Partners forMathematicsLearning

  12. 12 Three-PartFormatfor Problem-BasedLearning Beforebeginningthetask,studentsmight askthemselves WhatamIbeingaskedtodo? WhatfactsdoIknow? IsthereanyinformationIneedtopay particularattentionto? WhatkindofanswerdoIexpecttoget? Partners forMathematicsLearning

  13. 13 Three-PartFormatfor Problem-BasedLearning Howwouldyoubegintodevelopthese behaviorsinyourstudents? Whatotherpreparationmaybeneeded? Partners forMathematicsLearning

  14. 14 Three-PartFormatfor Problem-BasedLearning During-workingonthetask Letgo Providehints Listenactively Encouragetestingofideas TeachingStudentCenteredMathematicsGrades5–8 JohnA.VandeWalleandLouAnnH.Lovin Partners forMathematicsLearning

  15. 15 Three-PartFormatfor Problem-BasedLearning During-workingonthetask Supportstudentsdoingthethinking Givepointersnotstep-by-stepadvice “Showmehowyougotyouranswer” “Howdoyouknowyouarecorrect?” Partners forMathematicsLearning

  16. 16 Three-PartFormatfor Problem-BasedLearning After-whentheworkiscomplete Providefeedback Usepraisecautiously Engagethefullclassindiscussion TeachingStudentCenteredMathematicsGrades5–8 JohnA.VandeWalleandLouAnnH.Lovin Partners forMathematicsLearning

  17. 17 Three-PartFormatfor Problem-BasedLearning After-whentheworkiscomplete “Actionable”feedbackhelpsstudentsknow whattotryagainandwhattoavoid “Veryclearexplanation”or“Youmadea goodprediction” “Howarethedifferentapproachessimilar?” Partners forMathematicsLearning

  18. 18 XMarkstheSpot Makeaprediction:Usingyourrighthand, howmanyx’scanyoumarkoncmgrid paperin30seconds? Collectthedata:Whentheinstructorsays go,beginmarkingx’s(fromcornerto corner,diagonally)usingyourrighthand Theinstructorwilltellyouwhentostop Partners forMathematicsLearning

  19. 19 XMarkstheSpot Recordyourresultonastickynoteand placestickynoteontheclasslineplot Usingtheclassdata,completethetable onthehandout Repeattheprocesswithyourlefthand Partners forMathematicsLearning

  20. 20 XMarkstheSpot Usingthetwosetsofdata,createaback tobackstemandleafplotorstackedbox andwhiskerplotsongraphpaper Answerthequestionsonparttwoofthe handoutandbereadytodiscussyour findings Partners forMathematicsLearning

  21. 21 XMarkstheSpot Whichsetofdatahasthegreatermedian? Howcanyoutellthisbylookingatyour displayofdata? Whichsetofdatahasthegreatermean?Why doyouthinkthissethasthegreatermean? Whichsetofdatahasthegreaterrange?Do outliersaffecttherange?Explain Partners forMathematicsLearning

  22. 22 XMarkstheSpot Analyzethedatabydescribingtheshape andvariability Interpretthedata:Whatconjecturesand inferencescanbemaderegardingthe classpopulation? Whydowehavetobecarefultryingto makeconjecturesaboutalarger populationbasedonthisdata? Partners forMathematicsLearning

  23. 23 XMarkstheSpot Howdoescollectingandanalyzing authenticdatamakeconnectionsfor students? Howdoeslookingattwosamplesof relateddataallowstudentstomake conjecturesandinferencesabouta population? Partners forMathematicsLearning

  24. 24 Problem-BasedLearning Inouractivitiesweprovidedstructureand organizationforthetasks Howdostructuredtaskssuchastheseset thestageforgreaterindependencein solvingproblems? Whatwouldbegoodproblemsforstudents whohaveexperiencedthesetasks? Partners forMathematicsLearning

  25. 25 Reflection Reviewingthethree-partformatfor problem-basedlearning,whichofthe threephasesdoyouseeasastrengthin yourclassroomandinwhichphasedo youwanttoimprove? Writeanotetoyourself andputitinyour planningbook Partners forMathematicsLearning

  26. 26 DPIMathematicsStaff EverlyBroadway,ChiefConsultant ReneeCunninghamKittyRutherford RobinBarbourMaryH.Russell CarmellaFairJohannahMaynor AmySmith PartnersforMathematicsLearningisaMathematics-Science PartnershipProjectfundedbytheNCDepartmentofPublicInstruction. Permissionisgrantedfortheuseofthesematerialsinprofessional developmentinNorthCarolinaPartnersschooldistricts. Partners forMathematicsLearning

  27. 27 PMLDisseminationConsultants SusanAllman JuliaCazin RuafikaCobb AnnaCorbett GailCotton JeanetteCox LeanneDaughtry LisaDavis RyanDougherty ShakilaFaqih PatriciaEssick DonnaGodley ShanaRunge YolandaSawyer PennyShockley PatSickles NancyTeague MichelleTucker KanekaTurner BobVorbroker JanWessell DanielWicks CarolWilliams StacyWozny CaraGordon TeryGunter BarbaraHardy KathyHarris JulieKolb ReneeMatney TinaMcSwain MarilynMichue AmandaNorthrup KayonnaPitchford RonPowell SusanRiddle JudithRucker Partners forMathematicsLearning

  28. 28 2009Writers PartnersStaff KathyHarris RendyKing TeryGunter JudyRucker PennyShockley NancyTeague JanWessell StacyWozny AmandaBaucom JulieKolb FredaBallard,Webmaster AnitaBowman,OutsideEvaluator AnaFloyd,Reviewer MeghanGriffith,AdministrativeAssistant TimHendrix,Co-PIandHigherEd BenKlein,HigherEducation KatieMawhinney,Co-PIandHigherEd WendyRich,Reviewer CatherineStein,HigherEducation PleasegiveappropriatecredittothePartners forMathematicsLearningprojectwhenusingthe materials. JeaneJoyner,Co-PIandProjectDirector Partners forMathematicsLearning

  29. PARTNERS forMathematicsLearning Grade7 Module1 Partners forMathematicsLearning

More Related