Swift CurrentFeb. 16, 2012

Where are we at:30 level curriculum

Calculus 30

Modified

Other questions

Inquiry Based Learninghttp://www.youtube.com/watch?v

=RLVTV-vXJBg

http://www.youtube.com/watch?v=sLQPXd8BiIA&feature=related

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

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.

Little room and flexibility in curriculum with the number of topics that need to be covered

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

Negotiate meaning and maximize the mathematical inquiry

Summarize the learning and co-determine the most reasonable and efficient strategy

We are going to learn inquiry by doing inquiry

GeoboardHow many squares can you make

on the geoboard?

GeoboardHow many squares can you make

on the geoboard?

How many squares can be made on an N by N board?

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?

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

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

GeoboardHow many regular polygons can

you create on the geoboard…using both sides?

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

Curriculum Connections

Curriculum ConnectionsFM10.2PC20.2WA30.4

Napkin problemThree triangle investigation

Investigate the three triangles formed.

Egyptian Rope

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

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

What questions do you have?

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?

Group SummaryMove beyond “show and tell”Challenge weaknesses and

strengths of solutionReasonable and efficient

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

Block it outhttp://www.youtube.com/watch?v

=Pty1KFfDkHM

Four Block ProblemWhat strategies did you use

Four cubes problem – 2

http://www.youtube.com/watch?v=nv7cueW-_Fo&feature=relmfu

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 __________

Bungie barbieHow many elastics would it take

to bungie barbie over the balcony?

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.

Illuminations http://illuminations.nctm.org/LessonDetail.aspx?id=L6

46

Class discussionWhat procedure did you use.Justify to the group why you

deserve the reward.

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

Mathematical QuestionsIs the problem interesting?Are there good techniques for

solving it?Does it relate to other areas of

mathematics?◦Crespo & Sinclair 2008

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

Questions??

lisa.eberharter@gov.sk.ca