Teachers will learn how to help their students find connections between the four representations. Teachers will experience an inquiry-based math lesson. Ccss and MPS standards will be used.
Teachers will learn how to help their students find connections between the four representations. Teachers will experience an inquiry-based math lesson. Ccss and MPS standards will be used.
Teachers will learn how to help their students find connections between the four representations. Teachers will experience an inquiry-based math lesson. Ccss and MPS standards will be used.
Victoria Coburn Goals Teachers will learn how to help their students find connections between the four representations: graphs, tables, patterns, and rules Teachers will learn ways to challenge their students with difficult problems that require them to think deeply about the relationships between the different representations Teachers will experience an inquiry-based math lesson Preparation and Materials CCSS and MPS standards Copies of the article Linear and Quadratic Change: A Problem from Japan Wikispace: Facilitation Guide for the Covariation and Correspondence Perspectives of Functions Learning Cycle Toothpick Figures Toothpicks https://lzlomek.wordpress.com/2012/08/18/my-favorite-unit-to-teach-linearfunctions/ The following five bullets come from this web site: Rule of 4 for Linear Equations activity Desk Hop Linear Equations activity handouts Writing an Equation from 2 points Template y = mx + b song lyrics handout Karaoke music to Y.M.C.A. http://illuminations.nctm.org/Lesson.aspx?id=2112 6 -8 lesson plan for Supreme Court Hand Shake Poster paper Marking Pens Time Task 8:30 8:45 Welcome and Purpose Welcome and introductions. Ask participants to introduce themselves: say your name, where youre from, and one word that describes what youre thinking about The Rule of Four Review agenda of the professional development 8:45 Math Task Toothpick figures 10:00 Small group and whole group discussions of the mathematics Read the article, Linear and Quadratic Change: A Problem from Japan Look for examples of student thinking Whole group discussion 10:00 Break 10:15
10:15 10:45
10:45 11:15
11:15 12:00 12:00 12:30
12:30 2:00
2:00 2:30
Desk Hop (activity in pairs)
Each of the 20 problems will be spread out all over the professional development room Pairs get the answer sheet and roam through the problems in any order to write and interpret the linear equations Debrief activity Rule of 4 for Linear Equations Give teachers the set of worksheets (this is something to take back to the classroom to use with their students) Group discussion what four parts are included in the Rule of Four Creating poster divided into four sections. The teacher teams are given a function. In one of the quadrants, they write the function. They will then pass the posters to a new team. That team will either write a graph, data table or situation in one of the quadrants of the posters. Keep passing the posters along until all four are indicated on the poster. Activity debrief. Each poster will then be analyzed by the group to verify the posters accuracy LUNCH Writing an Equation from 2 points Template Introduce teachers to the intervention template for students who struggle with writing an equation when they are given two points. Tell teachers to put this template into a sheet protector to be used over and over again Another intervention strategy is the song y = mx + b sung to the tune of Y.M.C.A. Group sing-a-long. Supreme Court Handshake Teachers in cooperative groups will work together to determine how many handshakes take place among the nine Supreme Court justices Teachers will investigate the problem using multiple representations: a concrete representation (by acting it out), pictures, table of values, a graph, and create an algebraic formula Reflection Discussion: How are the Practice Standards reflected in the tasks that you have done today? What new connections or ideas about The Rule of Four have you made? How does teaching math inquiry-style affect students conceptual development? What changes do you foresee for your class? What concerns do you have?