Teaching to the Next Generation SSS (2007). Mathematics Pre-School Inservice (6 – 8) August 18, 2010. In today’s training, we will…. engage in activities and in-depth discussions that promote higher level thinking skills
Mathematics Pre-School Inservice (6 – 8) August 18, 2010
a measure of the quantity of content to be covered.
a special program or curriculum for select students.
about severity or hardship.
only about higher-order thinking.
Eric Bergholm, Hillsborough County Public Schools, Florida
Rigor is quality instruction that focuses on the depth of the learning not the breadth. It’s not more work; it’s meaningful, respectful work that requires the student to think deeply and critically to accomplish the assigned tasked.
Developing perseverance and critical thinking
Allow students think time to reach a solution
Reasoning and Proof
Examples and counter examples
Read, write, listen, think, and discuss
Increase the use of appropriate math vocabulary
Integers, expressions, and equations
Other content areas, science
Useful tools for building understanding
Concrete - Representational - Abstract
Tables, describe in words, draw a picture, write and solve equations
Dynamic Classroom Interactive Scale--Big Ideas website
This strategy gives students a visual opportunity to see an algebraic equation solved using a scale. This demonstrates how equations must be balanced.
Benefits: It allows the students to enhance computer skills and provides a high interest activity with graphics.
This is a kinesthetic activity that provides the students with an opportunity to move throughout the classroom while modeling how to solve one-step equations.
Benefits: Allows students to cooperate in a group activity while moving throughout the room .
Students are given cards with numbers, variables and symbols on them.
An equation is placed on the board.
X + 7 = 10 d – 8 = 9 a + 2 = 11
Students will model the equation with their cards in the front of the class.
Students in the class are called on to solve the problem by moving the cardholders as they go through the steps of solving the problem.
They are used to solve algebraic equations using colors and shapes.
Benefits: Students see positive and negative integers in colors. It allows them to see constants and variables in different shapes.
Try x – 4 = 8.
This is an enrichment option from page 289 of the 6th grade textbook.
Benefits: This provides a cooperative learning activity for students to explore and expand their comprehension of one-step equations and encourages higher-level critical thinking skills.
Example: It costs an initial fixed cost of $2 plus an additional $1.50 per mile to rent a taxi. Write an equation that represents the method for calculating the total cost of a taxi ride? What is the total cost for a 5-mile trip?
Big Ideas Math Textbook
Aligned to the Next Generation SSS
Example: Jan decided to save some money. She already had $25. She received and saved $5 on Friday each week for 8 weeks. Make a table and a graph of the money she would have each week. If she continues with this same savings plan, how much money will she have after 2 years?
Essential Question: How can you solve a system of linear equations?
Topic: Linear Systems
Next Generation Standard : MA.8.A.1.3 & MA.8.A.1.4
System of Linear Equations – two or more linear equations placed together
Solution of the System of Linear Equations – any ordered pair in a system that makes all of the equations true.
No solution – when two lines are parallel there are no points of intersection. Since the two lines do not share a common point, there is no solution for parallel lines.
Infinite solutions – a system of linear equations has no limit to the pairs of solutions
Lesson Objective: To solve systems of linear equations using three different techniques
Vocabulary: system of linear equations, solution of a system of linear equations
Previous Learning: In Section 1.3n 8th grade textbook, students learned how to solve equations with variables on both sides
Setup: Six note cards with the solving methods
below: (2 cards per a method)
1. Solve Using Algebra.
2. Solve Using A Graph.
3. Solve Using A Table.
The teacher will give examples to the class, such
as: A middle school yearbook committee has 35
members. There are 7 more girls than boys. Use
the models to write a system of linear equations.
Then solve the system to find the number of boy
x and the number of girls y.
Students will be in teams of 4. A stack of note cards will be in each team. Each team will choose a note card from the note card pile. Each student will allow 2-3 minutes to think and solve individually with the method that is shown on their card. When time is up, the students will share and check each others work and come up with a consensus before they share with the entire team. The teacher will then pick and review answers and methods from 2 groups before moving on to another example.
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