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A Story of Ratios

A Story of Ratios. Grade 6 – Module 6. Session 2 Objectives. Understand the mathematical concepts within G6-M6. Practice collecting evidence of effective instruction using lesson transcripts .

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A Story of Ratios

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  1. A Story of Ratios Grade 6 – Module 6

  2. Session 2 Objectives • Understand the mathematical concepts within G6-M6. • Practice collecting evidence of effective instruction using lesson transcripts. • Discuss feedback strategies for supporting scaffolding and accommodation techniques for special populations.

  3. A Story of RatiosScaffolding Mathematics Instruction Key Points • Amplify Language • Move from Concrete to Representation to Abstract • Give Specific Guidelines for Speaking, Reading, Writing, or Listening

  4. Amplify Language • Give clear mathematical definitions • Explain multiple meanings • Maintain consistency and point out interchangeable terminology

  5. Move from Concrete to Representation to Abstract • Use familiar contexts • Visually organize thinking • Provide multiple representations

  6. Give Guidelines for Speaking, Reading, Writing, or Listening • Provide structured opportunities to speak and write in English • Give explicit instructions in student-friendly language • Use visuals or examples in giving instructions.

  7. Key Points • Amplify Language • Move from Concrete to Representation to Abstract • Give Guidelines for Speaking, Reading, Writing, or Listening

  8. Curriculum Overview of A Story of Ratios

  9. What’s In a Module? • Teacher Materials • Module Overview • Topic Overviews • Daily Lessons • Assessments • Student Materials • Daily Lessons with Problem Sets • Copy Ready Materials • Exit Tickets • Fluency Worksheets / Sprints • Assessments

  10. Types of Lessons • Problem Set Students and teachers work through examples and complete exercises to develop or reinforce a concept. • Socratic Teacher leads students in a conversation to develop a specific concept or proof. • Exploration Independent or small group work on a challenging problem followed by debrief to clarify, expand or develop math knowledge. • Modeling Students practice all or part of the modeling cycle with real-world or mathematical problems that are ill-defined.

  11. What’s In a Lesson? • Teacher Materials Lessons • Student Outcomes and Lesson Notes (in select lessons) • Classwork • General directions and guidance, including timing guidance • Bulleted discussion points with expected student responses • Student classwork with solutions (boxed) • Exit Ticket with Solutions • Problem Set with Solutions • Student Materials • Classwork • Problem Set

  12. G6-M5 Topic Overview Topic A: Understanding Distribution Topic B: Summarizing Distribution that is Approximately Symmetric using Mean and Mean Absolute Deviation Topic C: Summarizing Distribution that is Skewed using Mean and the Interquartile Range Topic D: Summarizing and Describing Distribution

  13. Turn and Talk • What difficulties would you anticipate with student understanding of the mathematics in this section? • What scaffolds would be effective for addressing those difficulties?

  14. A re-wording • G6-M6 • Example 1: What is a Statistical Question? • Jerome collects major league baseball cards. • His collection contains cards of both current players and past (retired) players. • Each card has a picture of a player as well as information about that player. • His classmates asked Jerome the following questions about his baseball cards: • How many cards does Jerome have altogether? • What is the typical cost of a card in Jerome’s collection? • Where did Jerome get the cards? • Which of these questions is a statistical question? • G6-M6 • Example 1: What is a Statistical Question? • Jerome, a 6th grader at Roosevelt Middle School, is a huge football fan. He loves to collect baseball cards. He has cards of current players and players from past seasons. With his teacher’s permission, Jerome brought his baseball card collection to school. Each card has a picture of a current or past major league baseball player, along with information about the player. When he placed his cards out for the other students to see, they ask Jerome all sorts of questions. Some asked: • How many cards does Jerome have altogether? • What is the typical cost of a card in Jerome’s collection? • Where did Jerome get the cards? • Which of these questions is a statistical question?

  15. Activity

  16. A game was played where ten tennis balls were tossed into a basket from a certain distance. The number of successful tosses for six students where 4, 1, 3, 2, 1, 7 Find the mean number of successful tosses for this data.

  17. 4, 1, 3, 2, 1, 7

  18. Lesson Transcript Activity

  19. Leads to this in Lesson 13

  20. Turn and Talk • What difficulties would you anticipate with student understanding of the mathematics in this section? • What scaffolds would be effective for addressing those difficulties?

  21. Biggest Takeaway • Turn and Talk: • What questions were answered for you? • What new questions have surfaced?

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