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Connected Math (CMP)

Connected Math (CMP). Inquiry Based Learning student-centered approach which engages students investigating real world questions

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Connected Math (CMP)

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  1. Connected Math (CMP)

  2. Inquiry Based Learning student-centered approach which engages students investigating real world questions Research shows that student learning is directly proportional to the quality and quantity of student involvement. (teachers typically consume 70% of classroom conversation)* Inquiry-based instruction reverses this trend and places students at the helm of the learning process. *Cooper and Prescott 1989

  3. Criteria for a successful inquiry(borrowed from Jeffrey Wilhelm, author of "You Gotta Be The Book" and "Hyperlearning")1. Start with a guided exploration of a topic as a whole class.2. Proceed to student small group inquiry about an open-ended, debatable, contended issue.3. Encourage students to ask personally relevant and socially significant questions.4. Work in groups to achieve diversity of views.5. Predict, set goals, define outcomes.6. Find or create information...look for patterns.7. Instruction serves as a guide to help students meet their goals.8. Create a tangible artifact that addresses the issue, answers questions, and makes learning visible and accountable.9. Learning is actualized and accountable in the design accomplishment.10. Arrive at a conclusion...take a stand...take action.11. Document, justify, and share conclusion with larger audience.

  4. Inquiry Based Instructional Model • Launch- (approx. 10 minutes) -whole class -help students understand the problem setting, mathematical context, and the challenge. • Explore- (approx. 30 minutes) -individually, pairs, groups, sometimes whole class -teacher’s role- move about class to observe, encourage, ask questions, provide conformation -time for differentiated learning • Summarize- (approx. 10 minutes) -whole group -students provide conjectures, question each other, offer alternatives, refine their strategies, and make connections. * This model leaves teachers 10 minutes to tackle homework questions.

  5. Investigation 1.1 Organizing Data • Teaches standards 6.SP.2, 6.SP.3 • What are ways we can organize the data? • How can we see patterns through our organization? • What does “typical” mean? • Why? • Student questions?

  6. Investigation 1.2 Interpreting Graphs I can use a table or line plot to display range, mode, median and describe what is typical about the data distribution. • Work in your group to study the line plot and graphs on pages 7-8. • Complete Problem 1.2, parts A, B, and C on your recording sheet.

  7. 1.2 Follow Up Question FahimehGhomizadeh said, “My name has the most letters, but the bar that shows my name length is one of the shortest on the graph. Why?” How would you answer this question?

  8. Investigation 1.3 Identifying the Mode and Range • What are students learning as they work through this problem? • What skills do students need to do this successfully? Vocabulary? • How would you organize this task in your own classroom? • How can students share their work?

  9. ACE: Applications, Connections, Extensions • Provided at the end of each Investigation. • Not all quick, do not go in order of problems. • Varying level of difficulty. • Target specific skills to specific students. • You can supplement ACE Questions with computational practice and multiple choice practice.

  10. Resources with Textbook • Teacher Guide • Blackline Masters • Implementation Guide • Differentiation Guide • The Box • Manipulatives • CMP Website

  11. Web Resources from Other Teachers and School Systems Just a sampling of sites returned using the search “Data About Us Investigation 1” Good Intent School Mr. Lattanzi Holyoke Public Schools CMP 2 PDF

  12. Assessments: • CMP provides quiz and test questions in the teacher’s guide. • For this unit quiz questions 1-3 are appropriate-about 20 minutes • Questions 1, 3, 4 and 7 from additional questions • Tests: #1 and 4

  13. More assessments • Unit Project provided in teacher’s guide. • Quick ways to check students’ learning: • Create graph for their groups data • Verbally compare data between groups • TOD: choose which “typical” answer seems most appropriate and why. • Given scenarios pick side of the room for which mode and range would be more appropriate for describing data.

  14. Next time… • We are unpacking 1st quarter and doing more CMP at the teacher institutes. • What do you need?

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