1 / 23

Calculators in the Middle School

Calculators in the Middle School. This is Part 2 of 3 (2 hour training session). The Purpose of this Unit is to. (1) Approximate the square root using the Classical Approach of Mathematics. (2) Solve real world problems using Pythagorean’s Theorem and a calculator.

chuck
Download Presentation

Calculators in the Middle School

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Calculators in the Middle School This is Part 2 of 3 (2 hour training session)

  2. The Purpose of this Unit is to (1) Approximate the square root using the Classical Approach of Mathematics (2) Solve real world problems using Pythagorean’s Theorem and a calculator (3) Discuss the pros and cons about students using calculators in the middle school classroom. (Use references) (4) Formulate your philosophy about using calculators in the middle school classroom.

  3. Before beginning this Power Point… Please take the Pedagogy Pretest Pedagogy Pretest for Block 14.docx

  4. Restating the Next Generation Sunshine State Standards 8 Subject Area: Mathematics Supporting Idea #6 Number and Operations Grade Level: Supporting Idea/ Big Ideas: • MA. 8 .A. 6. 2 Benchmark:

  5. Benchmark MA. 8. A. 6. 2 Make reasonable approximations of square roots and mathematical expressions that include square roots, and use them to estimate solutions to problems and to compare mathematical expressions involving real number s and radical expressions.  

  6. Approximate the Square Root using the Classical Approach of Mathematics

  7. Jon Davidson presents aLesson on the Classical Approach to finding the Square Root of a Number. Click on the black area to play movie.

  8. Now you try! With a Partner Approximate to at least 2 decimal places. Approximate To at least 2 decimal places.

  9. Solving real world problems using Pythagorean’s Theorem and a calculator

  10. The Baseball Problem http://math.about.com/od/pythagorean/ss/pythag_2.htm

  11. The Baseball Problem a² + b² = c² (90)² + (90)² = c² 8100 + 8100 = c² c ≈ 127.28 feet http://math.about.com/od/pythagorean/ss/pythag_2.htm

  12. From City to City How far east of Santa Fe is Austin?

  13. From City to City a² + b² = c² (400)² + b² = (700)² 160,000 + b² = 490,000 b² = 330,000 b ≈ 574.46 miles

  14. From City to City Activity With a partner and a calculator, try this activity which was found online at http://www.ms.uky.edu/algebracubed/lessons/PythagoreanTheorem.pdf Block 14 City to City Adaption.pdf Think about how you might use this activity in your classroom.

  15. Calculators in the Mathematics Classroom

  16. Calculators in the 8th Grade Classroom What does the Literature Say?

  17. Calculators in the 8th Grade Classroom Imagine you are a part of the mathematics department at “Teach Write Middle School.” As a group, you must decide to what degree you will be using technology in your classroom for both budgetary and academic reasons. The principal needs an answer to this question by tomorrow noon.

  18. Your choices, as a department, are: 1) less than 5% of the time 2) about 50% of the time, or 3) more that 95% of the time. http://www.stroke.org.uk/images/hi_res/1576_question-mark.jpg

  19. The Pro Group and The Con Group To decide quickly (in the next 45 minutes), your department chairperson has decided that you should split up into two groups; The Pro Group and The Con Group so that you can review and consider the literature. The department chairperson has already found seven articles on-line to be read and reviewed.

  20. Half the faculty in the Pro Group and the Con Group will be writers and the other half will be speakers. Writer 1 and Speaker 1 Writer 2 and Speaker 2 Writer 3 and Speaker 3 Writer 4 and Speaker 4 Pro Group and so on Con Group Writer 1 and Speaker 1 Writer 2 and Speaker 2 Writer 3 and Speaker 3 Writer 4 and Speaker 4 and so on After reading one article, Writer 1 will develop a 30 second defense for Speaker 1 to read. Writer 2 will develop a 30 second defense for Speaker 2 to read and so on.

  21. Sample 30-second Defense Dear Colleagues ~ My partner and I have chosen to vote to use technology less than 5% of the time Choose one about 50% of the time More than 95% of the time We base our decision on both experience and what the literature says. For example, (State what literature says)________________________ _______________________________________________________________ We hope that you have the same position as we do.

  22. Sample Ballot Teach Write Middle School Ballot Teacher’s Name ___________________________Date _______________ I believe that we should be using technology at this middle school • ____Less than 5% of the time • ____About 50% of the time • ____Over 95% of the time Comments:______________________________________________________ _______________________________________________________________

  23. As a result of this unit, you should now be able to: (1) Approximate the square root using the Classical Approach of Mathematics (2) Solve real world problems using Pythagorean’s Theorem and a calculator (3) Discuss the pros and cons about students using calculators in the middle school classroom. (Use references) (4) Formulate your philosophy about using calculators in the middle school classroom.

More Related