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Math 30 level Workshops

Math 30 level Workshops. May 24 – Prince Albert May 25 – Saskatoon May 28 - Regina. Invitation to the Spirit of the Day. Enjoy the activities. Engage in the mathematics. Be an active participant listen, talk, question, explore, persist, wonder, predict, summarize, synthesize.

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Math 30 level Workshops

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  1. Math 30 level Workshops May 24 – Prince Albert May 25 – Saskatoon May 28 - Regina

  2. Invitation to the Spirit of the Day Enjoy the activities. Engage in the mathematics. Be an active participant listen, talk, question, explore, persist, wonder, predict, summarize, synthesize

  3. Introductions Please introduce yourself name, school, SD, FN position, role, responsibility share an implementation story, anecdote or experience and/or….your school’s/school division’s plan for 30 level math next year

  4. Update • Calculus 30 • Modified 11/21 • Ministry Exams for FM30, PC30, WA30 • Prototypes for FM30, PC30, WA30

  5. http://education.gov.sk.ca/curr/math/secondary-math-faqs

  6. 1. Mathematical Tasks • As you are reading, write down any questions that come to mind

  7. Questions…..

  8. WA30.10 • Demonstrate understanding of percentiles. [C, CN, PS, R]

  9. BMI Fast Facts • Founder: AdolpheQuetelet • Invented: between 1830 and 1850 • BMI = Mass (kg)/Height2 m2 • Weight in pounds x 703, divided by height in inches x height • Used as a measure to determine if you are overweight or underweight

  10. BMI

  11. BMI does not distinguish between fat weight and muscle weight • Each 5kg/m2 higher BMI was associated with about 30% higher all-cause mortality • Muscle weighs more than fat?

  12. A pound of muscle weighs exactly the same as a pound of fat. • Fat occupies 18% more volume for the same pound weight • muscle tends to adhere tightly to skeletal structures, whereas fat drapes loosely http://livehealthprotocol.com/the-bmi-controversy/

  13. Last week, we reported on the girl who was offended by the fact that the Wii Fit game considered her to be... a little above the recommended weight as it was constructed based on her other physical attributes. The story itself seems a bit on the fishy side but, nevertheless, the parents of other kids, presumably overweight themselves, expressed outrage at the fact that a game would dare to imply that their kids were fat.http://news.softpedia.com/news/Nintendo-Apologizes-for-Wii-Fit-BMI-Offenses-86028.shtml

  14. Wellness 10 • W7 Evaluate the health-related components of fitness (i.e., cardiovascular endurance, muscle strength, muscle endurance, flexibility, and body composition) as they relate to self, through a variety of individual or small group activities that have the potential for lifelong involvement. • Discuss why scientifically based measures (eg., skin-fold test, BMI) used to determine body composition are not always effective or complete indicators of fitness • Examine the pressure and social implications placed on gender related to body composition

  15. http://www.who.int/childgrowth/standards/en/

  16. WA30.9 Extend and apply understanding of measures of central tendency to solve problems including: • mean • median • mode • weighted mean • trimmed mean. [C, CN, PS, R]

  17. Determine the relationship between foot length and height. • Determine the Height of an Individual based on foot length. • Determine height from bone length.

  18. WA30.8 Extend and apply understanding of linear relations including: • patterns and trends • graphs • tables of values • equations • interpolation and extrapolation • problem solving. [CN, PS, R, T, V]

  19. FM30.8 Research and give a presentation of a current event or an area of interest that requires data collection and analysis. [C, CN, ME, PS, R, T, V]

  20. Rich Mathematical Tasks • Allow students to make the subject of mathematics problematic • Let them inquire and search for the solution • Listen to the questions students are asking and let that guide the task you choose for the next day • The chosen task may allow students to “stumble upon” the mathematics instead of have it take the lead

  21. Students may be unfamiliar with asking a question and going to find the answer • Allow time for students to grow into inquiry; not an immediate change

  22. Task Analysis Guide • Memorization • Procedures Without Connections • Procedures with Connections • Doing Mathematics

  23. Your Task • What tasks would you assign your students in relation to the information presented to you today? • Where would they fall in terms of the four categories listed?

  24. 2. Exponential Exploration • Activating prior knowledge of students • Working with the diversity of students that enter a 30 level math classroom • Differentiating instruction

  25. Number and Operations List these numbers in increasing order: Smallest ________ How did you decide? Second ________ Third ________ Largest _________

  26. Share your answer with those around you. • Discuss the question and any benefits/drawbacks. • Discuss in your group the student responses. • How would you use the responses to inform instruction for the following day?

  27. Why might it be useful to write 54 x 205 in a different form to perform the calculation? • Can you think of another pair of numbers that you might rename for a similar purpose?

  28. The answer is 520. What might the question be? The answer is 42/3. What might the question be?

  29. Order the given set of numbers from least to greatest. Do not use a calculator.

  30. Effective differentiated instruction involves: • Knowing your students & their individual needs • Understanding the curriculum • Providing multiple pathways for learning • Sharing responsibility for learning with students • Taking a flexible and reflective approach. • …”an appropriate teacher response to learners’ needs.”

  31. Differentiation is.. • “A flexible approach to teaching in which the teacher plans and carries out varied approaches to content, process, and product in anticipation of and in response to student differences in readiness, interests, and learning needs”. Carol Ann Tomlinson

  32. 3. Trig Investigation • Connect to prior knowledge

  33. Geometric properties • Radius drawn to a tangent is perpendicular to the tangent at the point of tangency • In similar triangles, the ratio of corresponding side lengths are equal, and corresponding angles are congruent • In a right triangle, the square of the hypotenuse is equal to the sum of the squares of the legs of the squares of the legs of the triangle

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