Swift Current Feb. 16, 2012. Where are we at: 30 level curriculum Calculus 30 Modified Other...
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Swift CurrentFeb. 16, 2012
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Where are we at:30 level curriculum
Calculus 30
Modified
Other questions
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Inquiry Based Learninghttp://www.youtube.com/watch?v
=RLVTV-vXJBg
http://www.youtube.com/watch?v=sLQPXd8BiIA&feature=related
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InquiryChanges how students and teachers relate to one another
How students relate to each other
How they relate to the material
How they relate to authority
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ChallengesPast, present and future communities
that contribute to current thought
What is ‘appropriate mathematical learning’ as viewed by parents, teachers and students?
How do we change and grow pedagogically? Learn from and with teachers.
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Little room and flexibility in curriculum with the number of topics that need to be covered
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ChangeFrom explaining to justifying
What are student interested in learning about? What questions do they have?
Respect personal sense-making but still challenge an inefficient strategy and reach a consensus on what efficient strategy would look like
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Negotiate meaning and maximize the mathematical inquiry
Summarize the learning and co-determine the most reasonable and efficient strategy
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We are going to learn inquiry by doing inquiry
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GeoboardHow many squares can you make
on the geoboard?
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GeoboardHow many squares can you make
on the geoboard?
How many squares can be made on an N by N board?
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TrianglesYou have an infinitely large sheet of dot
paper. What size triangles can you draw?
◦Can you draw triangles with area 1, 2, 3,….square units? 1.5?
◦How many triangles of area 2? Can you create families or groups for these triangles?
◦Smallest area?
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QuadrilateralsCan you make a quadrilateral
with exactly:◦4 equal sides, 3 equal sides, 2 equal
sides◦4 non-equal sides, 3 non-equal sides,
2◦One pair of perpendicular lines◦One pair of parallel lines◦Two pairs of perpendicular lines
◦If you cannot find one, explain why
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What is the goal of the lesson?
The questions should be leading to the end goal.
Think of possible explanations/solutions/problems that student may encounter working on the question.
Easier to summarize student work if they are working toward a clear goal
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GeoboardHow many regular polygons can
you create on the geoboard…using both sides?
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http://www.youtube.com/watch?v=KJ_d3LiiLYU
What do you see when you watch this trailer?
What mathematics do you see?
http://sciencedemonstrations.fas.harvard.edu/icb/icb.do?keyword=k16940&pageid=icb.page80863&pageContentId=icb.pagecontent341734&state=maximize&view=view.do&viewParam_name=indepth.html#a_icb_pagecontent341734
http://www.youtube.com/watch?feature=player_detailpage&v=yVkdfJ9PkRQ
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Curriculum Connections
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Curriculum ConnectionsFM10.2PC20.2WA30.4
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Napkin problemThree triangle investigation
Investigate the three triangles formed.
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Egyptian Rope
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BMI
BMI Category
Less than 15 Starvation
15 to 18.49 Underweight
18.5 to 25 Ideal
25.01 to 30 Overweight
30.01 to 40 Obese
Greater than 40 Morbidly Obese
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BMIBMI Category
Less than 15 Starvation
15 to 18.49 Underweight
18.5 to 25 Ideal
25.01 to 30 Overweight
30.01 to 40 Obese
Greater than 40 Morbidly Obese
Height Weight BMI
Tom Brady 6’4″ 225 lbs 27
Kobe Bryant 6’6″ 200 lbs 25
George Clooney 5’11″ 211 lbs 29
Matt Damon 5’11″ 187 lbs 26
Johnny Depp 5’7″ 190 lbs 27
Vin Diesel 6’2″ 200 lbs 26
Lebron James 6’8″ 240 lbs 26
Michael Jordan 6’6″ 216 lbs 25
Nick Lachey 5’10″ 180 lbs 26
Yao Ming 7’6″ 310 lbs 27
Brad Pitt 6’0″ 203 lbs 28
Keanu Reeves 6’1″ 223 lbs 29
Andy Roddick 6’2″ 197 lbs 25
Nykesha Sales 6’0″ 184 lbs 25
Will Smith 6’2″ 210 lbs 27
Denzel Washington 6’0″ 199 lbs 27
Tom Cruise 5’7″ 201 lbs 31
Steve McNair 6’2″ 235 lbs 30
The Rock (Dwayne Johnson) 6’5″ 275 lbs 33
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What questions do you have?
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QuestionsWhen was the BMI developed?When were the age and height tables
that represent the growth of children made?
How do they collect the data that determine the weight and height of a 4 year old?
What does it mean to be in the 95th percentile?
When, why and who would reference percentile rank?
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Group SummaryMove beyond “show and tell”Challenge weaknesses and
strengths of solutionReasonable and efficient
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slide hop total moves
1 frog, 1 toad 2 1 3
2 frogs, 2 toads 4 4 8
3 frogs, 3 toads 6 9 15
4 frogs, 4 toads 8 16 24
5 frogs, 5 toads 10 25 35
n frogs, n toads 2n n2 n2 + 2n
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Block it outhttp://www.youtube.com/watch?v
=Pty1KFfDkHM
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Four Block ProblemWhat strategies did you use
Four cubes problem – 2
http://www.youtube.com/watch?v=nv7cueW-_Fo&feature=relmfu
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A Russian FableTake three blades of grass, folded
in two, and hold them in your hand so that the six ends are hanging down.
Tie the ends together in pairs
If on release, a large loop is formed, you will __________
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Bungie barbieHow many elastics would it take
to bungie barbie over the balcony?
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Guidelines
I do not want trial and error so I will limit each group to 5 elastics before we measure the height of the balcony.
Once I give you the height of the balcony you have 5 minutes to determine the number of elastics you will need to bring barbie as close to the floor as possible without hurting barbie.
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Illuminations http://illuminations.nctm.org/LessonDetail.aspx?id=L6
46
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Class discussionWhat procedure did you use.Justify to the group why you
deserve the reward.
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Pedagogical QuestionsWill my students be able to solve
it?What kinds of mathematical
ideas does the problem involve?Will the problem help me learn
about my students’ mathematical thinking
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Mathematical QuestionsIs the problem interesting?Are there good techniques for
solving it?Does it relate to other areas of
mathematics?◦Crespo & Sinclair 2008
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Inquiry
“a willingness to wonder, to ask questions, and to seek to understand by collaborating with others in the attempt to make answers to them”
Gordon Wells