Download 2002-2003 Site Development Workshop

Gear Ratios, Resistance and
Recipe Yields Galore:
Leveraging CT for Math
Understanding
Greetings from Kathleen
Fun thought challenge:
Two sheets of 8.5X11 “ paper…
roll one into a
Southern
short cylinder and the other into
Regional
a tall cylinder…does one hold
Education
more popcorn than the other?
Board
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The Mathematical Mind
How many students in a
mathematics class answered
these questions as follows?
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Study: Mild Shocks to
Brain Improve Math Skills
Huffington Post, 5/17/13
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Essential Questions:
Southern
Regional
Education
Board
Why is it everyone’s job to help
students understand math?
What does math teaching look
like in the non-math classroom?
How should math and CTE
teachers collaborate to support
student understanding of
mathematics?
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“just in time”
mathematics…
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Security Cameras…
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Source: CTE and Innovation
Opportunity
The Power
of Problems
2012 Skydive
from Space!
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SDW
1212
Venn Diagram Approach to Thinking…
Mathematics
as We Teach
it
Life as We
Know it
Your job is to brainstorm where in your
CTE tasks, projects, LIFE….you can see
and “supersize” mathematics…
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Areas Enhanced via CTE
Middle School CCSSM
 Number Sense
 Expressions and
Equations
 Functions
 Geometry
 Statistics and
Probability
High School CCSSM
 Numbers and Quantity
 Algebra
 Geometry
 Functions
 Modeling
 Statistics and
Probability
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Proportional reasoning
Rates of change
Spatial relationships: lengths,
areas, volumes
Measurement: time, money,
resources—precision and
accuracy
Fixed and variable costs
Data analysis
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From the Common Core State
Standard-minds…
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Richness: Go Larry!
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Richness: Go Eric!
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How does a
“mathematical expert” think?
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Standards for Mathematical Practice
1. Make sense of problems and persevere in solving
them
2. Reason abstractly and quantitatively
3. Construct viable arguments and critique the
reasoning of others
4. Model with mathematics
5. Use appropriate tools strategically
6. Attend to precision
7. Look for and make use of structure
8. Look for and express regularity in repeated
reasoning
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Mathematics Design
Collaborative
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The Gates’ BIG IDEA of Formative
Assessment
Students and teachers
Using evidence of learning
To adapt teaching and learning
To meet immediate learning needs
Minute-to-minute and day-by-day
~ Marnie Thompson and Dylan
Wiliam (2008)
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What is a Formative Assessment
Lesson?
 The common core standards make clear that
students must be able to use mathematics
with precision—to get the numbers right,
and also to solve problems that are not
routine, to gain a conceptual understanding
of the math and apply it. Formative
assessment lessons are designed to help
teachers uncover student misconceptions
and find a path to help students progress.
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Why Formative Assessment
Lessons?
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vs.
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Keep the momentum!
Where do we go now?
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Shell Centre for Mathematics Education
~ University of Nottingham & U.C. Berkeley
Google: “Mathematics
Assessment Project”
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Keep “super-sizing” that
Numeracy!
Kathleen McNally
[email protected]
Thank you for the awesome
opportunities you provide across
The USA!
Keep the mathematics momentum
going!
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