Classroom Activities to Familiarize Students with the Math Portion of the CRT

1. Classroom Activities to Familiarize Students with the Math Portion of the CRT Beckie Frisbee, math teacher GFHS Kathje Dalton, high school math coach GFPS

2. QUESTION? What do twizzlers, riddles, transformations, money, Dr. Seuss, and weather have in common with the CRT?

3. TWIZZLER Pull-n-Peel® Lab Montana Standards Meet Content Standard 1 – Problem Solving and Reasoning: 1.1, 1.2, 1.3, 1.4, 1.5 Content Standard 2 – Numerical Operations: 2.1

4. TWIZZLER Pull-n-Peel® Lab In your group, using your pull-n-peels, demonstrate each of the following terms. If two or more ideas are presented for a term discuss if they are all solutions to the question. ? Point ? Line ? Ray ? Line Segment ? Angle ? Triangle

5. TWIZZLER Pull-n-Peel® Lab Pick two of the six shapes to present to the class. Come up with a definition for this shape. Make sure that your definition would describe what your pull-n-peel looks like.

6. TWIZZLER – STUDENT COMMENTS A continuous segment that goes in two opposite directions. A point connected to a line that does not end. A line that starts at one point and only travels in one direction. Two rays that share a common vertex. Three closed angles that add up to 180°. A three sided figure that connects at all points. A shape whose internal angles add up to 180°. Starts at one point, ends at another. A certain location on a graph that defines coordinates. Where two lines meet. The start and end of something. An extremely long segment that is in theory not really a segment due to the fact that it endures continually so would it ever turn into a circle?

7. CRT Looked at CRT and compared them to our current textbooks, materials, and assessments. Discovered many of our current textbooks are more problem based and not problem solving based. Results we found required us to re-think how we were presenting and assessing in our classroom.

8. CRT Main focus for us was to implement problem solving in our classrooms and emphasize the concept of explaining or justifying what the student did or how the student solved a problem.

9. MENUS Menus allow students the opportunity to discover math on their own. Each menu consists of a set of tasks that the student and their group must accomplish. It requires not only math computation, but justification of the end product.

10. RATIO/FRACTION MENU Montana Standards Meet Content Standard 1 – Problem Solving and Reasoning: 1.1, 1.2, 1.3, 1.4, 1.5 Content Standard 2 – Numerical Operations: 2.1 Content Standard 3 Algebraic Concepts 3.5

11. RATIO/FRACTION MENU Description of Activity Look at Activity Student Work

12. STUDENT LEAD ACTIVITIES Transformations Menu Money Menu Coordinate Geometry Menu Dr. Seuss Solving Equations Power Point Whateverville Weather Power Point Similarity Lab

13. WHATEVERVILLE WEATHER

14. WHATEVERVILLE WEATHER The residents of Whateverville need your help! Mayor Wallop, a scientist, has invented a weather machine. Now he's in control of the weather for the entire region and has subjected the residents of Whateverville to so many different temperatures that they don't know what season it is. One day it's snowing; the next day it's over 100 degrees! The plants are dying, and people are getting sick.

15. WHATEVERVILLE WEATHER Mayor Wallop hears the complaints of the residents, and for the next 10 days he tries to adjust his temperatures to the average spring temperature in the region.

16. WHATEVERVILLE WEATHER Arrange this data from least to greatest. 69°, 48°, 51°, 53°, 43°, 65°, 57°, 101°, 63°, 55° Construct a stem-and-leaf plot. (Don’t forget the key!)

17. WHATEVERVILLE WEATHER What is the median? What is the mode? What is the range? What is the mean?

18. WHATEVERVILLE WEATHER Which temperature would you eliminate to make all the temperatures fit into spring? What is the new mean? What is the new mode? What is the new median? What is the new range?

19. WHATEVERVILLE WEATHER Compare the old mean, median, mode, and range with the new mean, median, mode, and range. Did any of the stats stay the same? Which stat changed the most? Which stat changed the least?

20. WHATEVERVILLE WEATHER The residents of Whateverville demand that Mayor Wallop use his weather machine to make a mean temperature of 80° for the next 5 days. What should his temperatures be each of those days in order to please them?

21. WHATEVERVILLE WEATHER If the temperatures for 4 consecutive days were 87°, 82°, 84°, and 70°, what would the temperature on the fifth day be to make an average of 80°?

22. OTHER “THINGS” Cornell Notes Multi-representations of Algebra White Boards Student Presentations Smart Board Animations Sorting the CRT released questions by strand.

23. NEXT YEAR!? Changes we would make for next year. Do more modeling with the released questions and not provide the multiple choices until the class had investigated the question and justified their solution. Incorporate more student led activities where they discover and justify solutions.

24. Thank you!!