Post on 18-Nov-2014
description
Day One Slide 1
What is the Algebra Readiness course?
What does a MIND Algebra Readiness class look and sound like?
What’s so different about this curriculum that students who have never been able to do math before suddenly get it?!
What mathematics is taught using the number line?
What are the components of each lesson and how is each significant to student learning?
How does the MIND Algebra Readiness course support me to guide ALL my students to mastery?
ST Math: what is it? How do students use it?
How do I facilitate learning with ST Math?
What do I need to do to connect my students’visual learning in the games with their abstract symbolic learning of mathematics?
What resources are provided?
Two-Day Training
Day One
Day One Slide 3
Overview Lesson One The Number Line
In the LabLab
ProtocolsTeacherConsole Components
Review Evaluation
Break Explore Chapters 1&2 LunchPacing
In a MIND Classroom, students who have never been able to do math
before, suddenly get it.
Day One Slide 5
Teachers and their teaching make the difference for struggling students.
2007 CST Math Results
59
41
2nd
58
42
3rd
56
44
4th
49
51
5th
42
58
6th
39
61
7th
23
77
General Math
38
62
Alg I
17
83
Alg I8
92
Alg I8th 9th 10th
8th
Proficient
Not Proficient
Instructional needs of struggling students challenge our nation.
A different approach is needed.
ST MATH develops understanding powerfully, visually.
The Longitudinal Coherence in Mathematics
is emphasized in the MIND textbook
The textbook and integrated software rebuild the mathematical foundation.
Source: California Mathematics Framework Appendix E page 365
TargetedFoundational
Algebra Readiness Standards define the content.
Standards Guide correlates standards to lessons.
Students build their understanding.
Students practice with feedback.
Students verbalize their understanding.
Review frequently and over time.
Research-based principles support learning and retention.
Day One Slide 13
Overview Lesson One The Number Line
In the LabLab
ProtocolsTeacherConsole Components
Review Evaluation
Break Explore Chapters 1&2 LunchPacing
Day One Slide 14
The MIND Algebra Readiness approach supports learning.
Students rebuild a mathematical foundation.
Structures support learning and retention.
Visual models and teaching Big Ideas provide longitudinal coherence.
One Day Training Slide 15
Your First Trip to the Number Line
Chapter 1
Lesson 1
5AF 1.0 Use variables in expressions, compute the value of the expression for specific values of the variable, and plot and interpret the results.
One Day Training Slide 16
Objectives
• Use variables in simple expressions and equations.
• Represent expressions and equations on the number line.
One Day Training Slide 17
Get Your Brain in Gear
1. Count from 0 to 10 as fast as you can.
2. Count by 10’s from 0 to 100 as fast as you can.
Day One Slide 18
The number line is a perfectly straight line that goes on forever in both directions.
The arrows ( ) drawn at the ends mean the line continues on and on forever.
We can draw only a small part of it here:
Question: What percent of all lines are perfectly straight?
Answer: 100%! All lines are perfectly straight.
Normal things in the world have thickness, but a number line has no thickness.
The number line is made up of infinitely many points.
Each unique point represents a unique number.
To show a number on the number line it will be marked with a or a .
If you pick any two points on the number line, there are always infinitely many points in between them.
No two points touch each other.
There are two important points on the number line that we will use to define where all the other points are located.
These important points are the numbers 0 and 1.
Partner Talk:A– Explain to B why you think the number 0 is important.B– Tell A why you think where the number 1 is put is important.
The zero point is sometimes called the origin.
Zero separates the number line into positive and negative sides.
Going to the right takes you in the positive (+) direction. These numbers to the right of zero are called positive numbers.
Going to the left takes you in the negative (-) direction. These numbers to the left of zero are called negative numbers.
Zero is neither positive or negative.
1. Which of the following points are positive? Which are negative? Explain your reasoning.
Check for Understanding
Check for Understanding 1
Points _______ are positive because ____________.Points _______ are negative because ____________.
The point zero is called the origin because we always start at zero to get to any other point. In this book we will move along the number line using jumps.
A jump is indicated by a curved arrow. Here is a jump that takes us from zero to one.
The distance traveled is shown above the jump.
Origin means “the place where something begins”.
Jumps can also be shown below the number line.
The distance of +1 is called a whole.
A whole is the distance from 0 to 1 on the number line.
The following jump has a distance of more than a whole.
What do we mean by a distance of n?
In math, we use letters to represent unknown values.
These letters are called variables. We can treat a variable as a number.
A: Tell B how you know it’s distance is more than a whole.
B: Tell A what “a distance of n means.”
2. Identify the distance traveled by each jump and indicate if it is more or less than a whole:
Check for Understanding
Write a sentence in your notes that explains how you know if a jump is more or less than a whole. Trade your notes with your partner and make certain you both agree.
We define addition as placing the start of a jump at the end of an existing jump.
This shows 1.This shows 1 + n.
The + sign represents addition because we are adding +1 and +n together.
1 + n is an expression. An expression represents a path from zero to a point on the number line.
3. Use symbols to write the following expressions:
Check for Understanding
An expression tells us how to get to a point on the number line. That point is called the value of the expression.
This expression has a value of 6 .
We can write the expression as 1 + 1 + m.
The value is 6 because the final jump lands on 6.
What’s the difference between an expression and the value of the expression?
4. Use symbols to write the following expressions. What is the value of each expression?
Check for Understanding
LET’S PRACTICE!
Extra practice Page 1#1-12
How many points can you get?
“I say” review: Tell your partner something you have learned. Your partner will give 1 point for each word you use and explain.Get an extra point for using a diagram to help explain.Number line PositiveNegative OriginExpression WholeVariable Value of an expression
Adding two expressions means placing the start of one expression at the end of another expression.
How is each expression written using symbols?
When added together, we get a new expression.
How is this new expression written?
Consider the following two expressions:
5. Use symbols to write the addition of the following two expressions:
Check for Understanding 5Check for Understanding 6
Check for Understanding
Check with your partner: did you write the same sum? If not, are you both right? Why or why not?
When two expressions arrive at the same point on the number line, we say that the expressions are equal.
By stating that two expressions are equal, we form an equation.
How would this equation be written?
An equation states that two expressions lead to the same point on the number line.
6. Use symbols to write the following equations:
Check for Understanding
Multiple Choice Practice1. A letter that is used to represent a number is called:
the origin
a variable
a whole
an equation
Find the Errors
Find the Errors 1
Check that you know before you go:
• How do you show an expression on the number line? (Try n + 2)
• How is an equation represented on the number line? (Try h + 3 = 5)
• How is the value of an expression represented on the number line?
• Write an expression and an equation. Label each to show you know the difference. HOMEWORK
Page 13, # 1, 3, 5Page 14, #6-14 evenPage 15, #18-24 even
Day One Slide 42
The MIND Algebra Readiness approach supports learning.
Students rebuild a mathematical foundation.
Structures support learning and retention.
Visual models and teaching Big Ideas provide longitudinal coherence.
Day One Slide 43
Teaching strategies build students’ confidence and competence.
Students build their understanding.
Students practice with feedback.
Students verbalize their understanding.
Review frequently and over time.
Day One Slide 44
4. Use symbols to write the following expressions. What is the value of each expression?
Check for Understanding
Monitor and Adjust
Day One Slide 45
Features in the text support learning and retention.
Students build their understanding.
Students practice with feedback.
Students verbalize their understanding.
Review frequently and over time.
Day One Slide 46
1. Quickly find the value of each expression when h = 7.a. 3 + hb. h + hc. 5 + hd. 8 + h2. Quickly find the value of each expression when w = 9.a. w + wb. 7 + wc. 3 + wd. 8 + w
Day One Slide 47
ExposuresCognitive Level IQ Range Needed
Significantly Above Average 120-129 20Above Average 110-119 30Average 90-109 35Slow Learner 80-89 40Mild Disability 70-79 45Moderate Disability 60-69 55
Gates, 1931;McCormack, l999: Montgomery,2000
Research Says: Factors in Language Recognition
Day One Slide 48
Students must represent words in linguistic and non-linguistic ways.
Day One Slide 49
Frayer Model
Definition Non-Linguistic
Examples Non-Examples
Expression
A path from 0 to a point on the number line
k + hv + h = v + h
173m - 5n = 3
2 + h = 8
Day One Slide 50
Students practice with feedback.
Day One Slide 51
Day One Slide 52
Overview Lesson One The Number Line
In the LabLab
ProtocolsTeacherConsole Components
Review Evaluation
Break Explore Chapters 1&2 LunchPacing
Day One Slide 53
The MIND Algebra Readiness approach supports learning.
Students rebuild a mathematical foundation.
Structures support learning and retention.
Visual models and teaching Big Ideas provide longitudinal coherence.
One Day Training Slide 54
Content Experience: the Number Line
Day One Slide 55
Overview Lesson One The Number Line
In the LabLab
ProtocolsTeacherConsole Components
Review Evaluation
Break Explore Chapters 1&2 LunchPacing
Day One Slide 56
Take a BREAK Sponge
• DURING THE BREAK, FIND TWO PEOPLE WITH WHOM YOU HAVE NOT YET SPOKEN.
• TELL THEM THE MOST USEFUL THING YOU HAVE LEARNED SO FAR.
Day One Slide 57
Overview Lesson One The Number Line
In the LabLab
ProtocolsTeacherConsole Components
Review Evaluation
Break Explore Chapters 1&2 LunchPacing
Day One Slide 58
Use features of the text to support instructional design.
Day One Slide 59
Plan instruction that addresses key components in the lesson.
Day One Slide 60
Balancing student needs and content demands challenges.
Day One Slide 61
Use the curriculum to design effective instruction.
Day One Slide 62
Plan instruction forChapter One and Chapter Two.
What is in the program?
What are the Big Ideas?
What does a week look like?
What is the focus in each lesson?
Day One Slide 63
Get an overview of the curriculum.
Teacher’s Editionpages T1-T6
Day One Slide 64
Plan instruction forChapter One and Chapter Two.
What is in the program?
What are the Big Ideas?
What does a week look like?
What is the focus in each lesson?
Day One Slide 65
Use chapter resources to find the big ideas and key concepts.
Chapter OnePages 6A, 6B, 6C
Chapter TwoPages 54A, 54B
Day One Slide 66
Use chapter resources to find the big ideas and key concepts.
Day One Slide 67
Plan instruction forChapter One and Chapter Two.
What is in the program?
What are the Big Ideas?
What does a week look like?
What is the focus in each lesson?
Day One Slide 68
Plan on 3-4 lessons per week.
Day One Slide 69
Plan instruction forChapter One and Chapter Two.
What is in the program?
What are the Big Ideas?
What does a week look like?
What is the focus in each lesson?
Day One Slide 70
Target instruction onkey concepts and big ideas.
ObjectivesEvaluate expressions for specific values of a variable.Solve one step equations in one variable.Find solutions to equations with two variables.
Problem Set Sampler: please do numbers 6, 8, 9, 11, 13, 17, 21, 22, 26, 29
What are the Key Points and Big Ideas students need to know from this lesson?
Day One Slide 71
Overview Lesson One The Number Line
In the LabLab
ProtocolsTeacherConsole Components
Review Evaluation
Break Explore Chapters 1&2 LunchPacing
Day One Slide 72
Design the course to meet district/school/student needs.
Who is in this class?How did they get selected?
What are the goals for these students?
How important is it to teach the targeted pre algebra standards as compared to the foundational standards?
Day One Slide 73
Provide curriculum that targets the goals of the course.
Day One Slide 74
What will you select and how will you pace to meet your goals?
Algebra Readiness2009-10
Long Range PlansMIND Research Institute Algebra Readiness Sample Pacing Guide
Textbook Reference Comments HoursChapter 1 7
Chapter 2 7
Chapter 3: Lesson 12 & 13 4
Chapter 4 +Chapter 5 Lesson 20, 25, 32
12
Diagnostic test for division and subtraction algorithms
Provide individualized or small group intervention as needed
0
Chapter 6 9
Textbook Reference Comments HoursChapter 7 Combine 33 + 35,
combine34, 36, 37 & 384
Chapter 8 8
Chapter 9 Combine 44,45, 46 6
Chapter 10 Pretest: use days as needed Combine 51 & 52; 54 & 55
6
Chapter 11 11
Day One Slide 75
Students reach targeted standards.CONTENT STANDARDS: GRADE 7 # of
ItemsMIND Lesson #
Supplement at Lesson #
Number Sense 24 37%Standard Set 1.0 Students know the properties of, and compute with, rational numbers expressed in a variety of forms:1.1 Read, write, and compare rational numbers in scientific notation
(positive and negative powers of 10) with approximate numbers using scientific notation.
1 49, 52
1.2* Add, subtract, multiply, and divide rational numbers (integers, fractions, and terminating decimals) and take positive rational numbers to whole-number powers.
4 41, 43, 46, 47, 50, 51, 52, 53, 54, 55, 56, 63, 64, 65, 66, 68, 69, 70, 95
1.3 Convert fractions to decimals and percents and use these representations in estimations, computations, and applications. 4 45, 47, 48, 49, 61, 68, 69, 96
1.5* Know that every rational number is either a terminating or repeating decimal and be able to convert terminating decimals into reduced fractions.
2 49, 96
1.6 Calculate the percentage of increases and decreases of a quantity. 1 711.7* Solve problems that involve discounts, markups, commissions,
and profit and compute simple and compound interest. 2 71
Standard Set 2.0 Students use exponents, powers, and roots and use exponents in working with fractions:2.1 Understand negative whole-number exponents. Multiply and
divide expressions involving exponents with a common base. 1 39, 88, 89, 100, 101
2.2* Add and subtract fractions by using factoring to find common denominators. 4 41, 43 41, 43
2.3* Multiply, divide, and simplify rational numbers by using exponent rules. 2 89, 101
2.4 Use the inverse relationship between raising to a power and extracting the root of a perfect square integer; for an integer that is not square, determine without a calculator the two integers between which its square root lies and explain why.
1 87, 90
2.5* Understand the meaning of the absolute value of a number; interpret the absolute value as the distance of the number from zero on a number line; and determine the absolute value of real numbers.
2 66
Day One Slide 76
Create long range plans that meet your goals.
Day One Slide 77
Overview Lesson One The Number Line
In the LabLab
ProtocolsTeacherConsole Components
Review Evaluation
Break Explore Chapters 1&2 LunchPacing
Day One Slide 78
Take a LUNCH Sponge
• DURING LUNCH, SHARE THREE THINGS THAT YOU ARE EXCITED ABOUT TRYING WITH YOUR STUDENTS.
• GIVE A COMPLIMENT TO ONE OTHER PARTICIPANT.
Day One Slide 79
Overview Lesson One The Number Line
In the LabLab
ProtocolsTeacherConsole Components
Review Evaluation
Break Explore Chapters 1&2 LunchPacing
Day One Slide 80
Plan for Success-in the lab and in the classroom.
Day One Slide 81
Confidently facilitate students to make math gains.
Day One Slide 82
You’d like to maximize the learning during computer time.
Day One Slide 83
Use the games to support instruction.
Day One Slide 84
ST Math structure supports learning.
Day One Slide 85
Examine animation to illuminate how concepts are presented.
Day One Slide 86
Study how the concept develops and progresses through the levels.
Day One Slide 87
The animation supports the symbolic with visualizations.
Day One Slide 88
Practice by accessing games through the teacher console.
www.mindresearch.net
Day One Slide 89
2 3
1
Day One Slide 90
Practice by accessing games, 4-5 version
1
Algebra ReadinessChapter 2: Describing SituationsGame: Wall Factory
2
Day One Slide 91
Visualization Progression through Levels
Description:
Correct choice:
Error Depiction:
Level 1:
Level 2:
Level 3:
Level4:
Level 5:
Record the progression through the levels of the game.
Day One Slide 92
Visualization Progression through Levels
Description:
Correct choice:
Error Depiction:
Level 1:
Level 2:
Level 3:
Level4:
Level 5:
Level 6:
Connect the visualizations to important math concepts.
Day One Slide 93
Create connections; bring the games to classroom.
?
Day One Slide 94
Make the Connection from classroom mathematicsST Math
Using ST Math in the ClassroomPrinciples that support learning and retention:.Students build their understanding..Students practice with feedback..Students verbalize their understanding..Students review frequently and over time.
Chapter: _2 Describing Situations____ Game: __Wall Factory__________ Level: ____Math Concept(s):
Visualization:
What will the problem in this game look like in a text or on a test?
What ways can I use this game in class? How will students practice with feedback? How will students transition from the hands-on to the symbolic?
Facilitating questions and activities that ask students to verbalize their understanding.
Opportunities for frequent practice over time.
Day One Slide 95
Overview Lesson One The Number Line
In the LabLab
ProtocolsTeacherConsole Components
Review Evaluation
Break Explore Chapters 1&2 LunchPacing
Day One Slide 96
Adding Students to ST Math
Day One Slide 97
Click Add Students(AR)to add your class.2
Return to the homepage of your teacher console.
1
Day One Slide 98
Check to make sure your class information is correct.
3
Make sure you’ve selected the correct Group to add your class to.
4
Carefully enter your students’ last name, first name, and Student ID. Use their school id as their student id. This is a unique number that the students already know. For example, enter: Theresa, Jones, 1143293
5
Click Continue.6
Day One Slide 99
If the information is correct, click Add Student(s) to continue.
9
Click Edit if you want to make corrections to the information.
8
Review your students’ names and IDs to make sure that the information is entered correctly.
7
Day One Slide 100
The SCD is the students’ ST Math code. They will need this code to log into their account.
10
Click Print, to print your class roster. This is the only time your students’ full name will appear on the class roster.
12
The Student ID is the students’ password. They will need this to log into their account.
11
Day One Slide 101
Checking your Class Reports
Day One Slide 102
Click Class Level Reports to check your class’ progress.
2
Return to the homepage of your teacher console.
1
Day One Slide 103
Select the group you would like to view your class report for.
3
Click Get Report to view your class’ progress.
4
Day One Slide 104
Class Level Reports provide formative assessments.
Day One Slide 105
Visiting the Teacher Forum
Day One Slide 106
Return to the homepage of your teacher console.
1
Click Teacher Forum.
2
Day One Slide 107
Online forum made available to all teachers in the program.
Post questions.
Discussions.
To add a new topic to the list, click Start a new discussion at the top left corner.
Day One Slide 108
Students Access Games
AtSchool!
Day One Slide 109
Double-click the ST Math icon on the desktop of your school’s computer.
Give the software a moment to launch.
1
School Computer Desktop (PC or Mac)
Day One Slide 110
Have the student enter his/her user name and password.
2
STE001
The user name is their student code (SCD) and can be found on your class roster.
1150239
The password is the student id or school id.
Click the check mark.3
Day One Slide 111
All the modules (chapters) are open for the students.
Click on the module/chapter to access the games for the chapter.
4
Day One Slide 112
Students only have access to the first game in the module. He/she must pass the game before he/she can move on to the next one.
Click on the game. 5
Student’s code
Day One Slide 113
Students only have access to the first level in the game. He/she must pass the level before he/she can move on to the next one.
Click on the level. 6
Day One Slide 114
Sending Student Data
Day One Slide 115
Data was sent to the MIND Research Institute’s server “behind the scenes” and ST Math will close.
Note: Student data is also stored locally on the computer they are using.
Day One Slide 116
Successful Data Transfer
Data is attempting to send. Allow the computer time to send the data.
Data has successfully sent to the MIND Research Institute server.
The next time students log in their progress will resume from where they left off.
Day One Slide 117
Unsuccessful Data Transfer
Data is attempting to send. Allow the computer time to send the data.
ST Math was unable to transmit data to the MIND Research Institute’s server at the moment.
ST Math will send the data at another time.
If this happens repeatedly on a computer, check your internet connection.
Day One Slide 118
Overview Lesson One The Number Line
In the LabLab
ProtocolsTeacherConsole Components
Review Evaluation
Break Explore Chapters 1&2 LunchPacing
Day One Slide 119
Facilitating in the lab will maximize learning.
Day One Slide 120
Facilitating can cure learned helplessness.
Day One Slide 121
1.
2.
3.
Lab Toolkit
Decide on lab proceduresand protocols.
1.
2.
3.
Lab Rules
JiJiToolkit
Day One Slide 122
Overview Lesson One The Number Line
In the LabLab
ProtocolsTeacherConsole Components
Review Evaluation
Break Explore Chapters 1&2 LunchPacing
Day One Slide 123
MIND Research Institute Curriculum Materials
One Day Training Slide 124
Warm Ups
One Day Training Slide 125
Assessments
One Day Training Slide 126
Teacher Resources
One Day Training Slide 127
Courseware User’s Guide
One Day Training Slide 128
Technology Components
Day One Slide 129
Overview Lesson One The Number Line
In the LabLab
ProtocolsTeacherConsole Components
Review Evaluation
Break Explore Chapters 1&2 LunchPacing
Day One Slide 130
2
1
Update your Profile
Day One Slide 131
Please complete a survey for us by typing in the following link:
www.mindresearch.net/survey
Day One Slide 132
Support Specialists monitor and communicate.
Include:NameSchoolGrade
Day One Slide 133
Tech SupportDirect 714-427-5752Toll Free 888-751-5443 x 238support@mindresearch.net
Support SpecialistElizabeth Drouillardedrouillard@mindresearch.net888-751-5443 x 306
Senior Math SpecialistJanet Brysonjbryson@mindresearch.net888-751-5443 x289
Professional Developmentpd@mindresearch.net
133
Day One Slide 134
Overview Lesson One The Number Line
In the LabLab
ProtocolsTeacherConsole Components
Review Evaluation
Break Explore Chapters 1&2 LunchPacing