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Swift Current

Swift Current . Feb. 16, 2012. Where are we at:. 30 level curriculum Calculus 30 Modified Other questions. Inquiry Based Learning. http://www.youtube.com/watch?v=RLVTV-vXJBg http://www.youtube.com/watch?v=sLQPXd8BiIA&feature=related. Inquiry.

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Swift Current

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  1. Swift Current Feb. 16, 2012

  2. Where are we at: • 30 level curriculum • Calculus 30 • Modified • Other questions

  3. Inquiry Based Learning • http://www.youtube.com/watch?v=RLVTV-vXJBg • http://www.youtube.com/watch?v=sLQPXd8BiIA&feature=related

  4. Inquiry • Changes 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

  5. Challenges • Past, 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.

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

  7. Change • From 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

  8. Negotiate meaning and maximize the mathematical inquiry • Summarize the learning and co-determine the most reasonable and efficient strategy

  9. We are going to learn inquiry by doing inquiry

  10. Geoboard • How many squares can you make on the geoboard?

  11. Geoboard • How many squares can you make on the geoboard? • How many squares can be made on an N by N board?

  12. Triangles • You 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?

  13. Quadrilaterals • Can 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

  14. 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

  15. Geoboard • How many regular polygons can you create on the geoboard…using both sides?

  16. 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

  17. Curriculum Connections

  18. Curriculum Connections • FM10.2 • PC20.2 • WA30.4

  19. Napkin problem • Three triangle investigation • Investigate the three triangles formed.

  20. Egyptian Rope

  21. BMI

  22. BMI

  23. What questions do you have?

  24. Questions • When 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?

  25. Group Summary • Move beyond “show and tell” • Challenge weaknesses and strengths of solution • Reasonable and efficient

  26. Block it out • http://www.youtube.com/watch?v=Pty1KFfDkHM

  27. Four Block Problem • What strategies did you use • Four cubes problem – 2 • http://www.youtube.com/watch?v=nv7cueW-_Fo&feature=relmfu

  28. A Russian Fable • Take 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 __________

  29. Bungiebarbie • How many elastics would it take to bungiebarbie over the balcony?

  30. 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.

  31. Illuminations • http://illuminations.nctm.org/LessonDetail.aspx?id=L646

  32. Class discussion • What procedure did you use. • Justify to the group why you deserve the reward.

  33. Pedagogical Questions • Will 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

  34. Mathematical Questions • Is the problem interesting? • Are there good techniques for solving it? • Does it relate to other areas of mathematics? • Crespo & Sinclair 2008

  35. 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

  36. Questions?? lisa.eberharter@gov.sk.ca

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