MONDAY, SEPT. 15, 2014:
COPY YOUR AGENDA FOR THE WEEK.
THEN TRIM AND GLUE THE POWERPOINT
NOTES INTO YOUR JOURNAL.
• MATERIALS NEEDED TODAY INCLUDE:
• PENCIL
• JOURNAL
• GLUE
• HIGHLIGHTER
• SCISSORS
MAKE SENSE OF PROBLEMS AND
PERSEVERE IN SOLVING THEM.
• EXPLAIN THE MEANING OF A PROBLEM AND LOOK FOR ENTRY POINTS TO ITS SOLUTION.
• MONITOR AND EVALUATE PROGRESS AND CHANGE COURSE IF NECESSARY.
• EXPLAIN CONNECTIONS BETWEEN EQUATIONS, VERBAL DESCRIPTIONS, TABLES, AND
GRAPHS OR DRAW DIAGRAMS OF IMPORTANT FEATURES.
• CHECK ANSWERS USING A DIFFERENT METHOD AND ASK IF IT MAKES SENSE OR IS
REASONABLE.
REASON ABSTRACTLY AND
QUANTITATIVELY.
• MAKE SENSE OF QUANTITIES AND THEIR RELATIONSHIPS IN PROBLEM SITUATIONS.
• WRITE AN EQUATION OR AN EXPRESSION IN ORDER TO SOLVE A REAL-WORLD PROBLEM.
CONSTRUCT VIABLE ARGUMENTS AND
CRITIQUE THE REASONING OF OTHERS.
• JUSTIFY YOUR REASONING IN PROBLEMS AND FIND THE ERRORS IN SAMPLES OF
OTHER’S WORK.
MODEL WITH MATHEMATICS.
• APPLY THE MATH YOU KNOW TO SOLVE PROBLEMS ARISING IN EVERYDAY LIFE, SOCIETY,
AND THE WORKPLACE.
• USE TOOLS SUCH AS DIAGRAMS, TABLES, GRAPHS, FLOWCHARTS AND FORMULAS.
• COMMUNICATE UNDERSTANDING THROUGH VISUAL REPRESENTATIONS.
• ANALYZE RELATIONSHIPS TO DRAW CONCLUSIONS.
USE APPROPRIATE TOOLS STRATEGICALLY.
• CONSIDER USING TOOLS LIKE PENCIL AND PAPER, CONCRETE MODELS, A RULER, A
PROTRACTOR, A CALCULATOR, OR A GRAPH.
• DETECT POSSIBLE ERRORS USING ESTIMATION AND OTHER MATH KNOWLEDGE.
• USE TECHNOLOGY TOOLS TO EXPLORE AND DEEPEN YOUR UNDERSTANDING.
ATTEND TO PRECISION.
• COMMUNICATE PRECISELY TO OTHERS. USE CLEAR DEFINITIONS IN DISCUSSION.
• STATE THE MEANING OF THE SYMBOLS USED.
• SPECIFY UNITS OF MEASURE. SOLUTIONS ARE NOT JUST NUMBERS, BUT INCLUDE
MEASUREMENTS TO GIVE THE SOLUTION MEANING.
• CALCULATE ACCURATELY AND EFFICIENTLY.
• EXPRESS NUMERICAL ANSWERS WITH PRECISION.
LOOK FOR AND MAKE USE OF STRUCTURE.
• STRUCTURE OF MATH IS PRESENT THROUGH USE OF CLASSIFYING, EXPLAINING, GIVING
EXAMPLES AS WELL AS NON-EXAMPLES.
• LOOK FOR PATTERNS.
LOOK FOR AND EXPRESS THE REGULARITY
IN REPEATED REASONING.
• NOTICE IF CALCULATIONS ARE REPEATED AND LOOK FOR GENERAL METHODS AND FOR
SHORTCUTS.
• CONTINUALLY EVALUATE REASONABLENESS THROUGHOUT THE PROBLEM SOLVING
PROCESS.
CORRECT ANY ERRORS YOU MADE ON YOUR
QUIZ.
• FOR EVERY QUESTION ASK YOURSELF:
• “WHAT DO I KNOW?”
• “WHAT DO I NEED TO FIND OUT?”
• “WHAT IS THE BEST STRATEGY FOR SOLVING THIS PROBLEM?”
• WE ARE GOING TO BE FOCUSING ON SOLVING REAL-WORLD PROBLEMS THIS WEEK.
TUES. SEPT. 16, 2014
1. MATERIALS: GLUE, JOURNAL, PENCIL
2. GLUE “THE CLOWN SUITS” PROBLEM INTO YOUR JOURNAL ON THE NEXT
CLEAN PAGE. DATE YOUR JOURNAL PAGE.
3. YOU WILL WORK IN COOPERATIVE GROUPS TODAY TO APPLY
MATHEMATICAL PRACTICES TO PROBLEM SOLVING.
USING MATHEMATICAL PRACTICES
• FOR EVERY QUESTION, HAVE THIS DISCUSSION IN YOUR GROUP:
• “WHAT DO I KNOW?”
• “WHAT DO I NEED TO FIND OUT?”
• “WHAT IS THE BEST STRATEGY FOR SOLVING THIS PROBLEM?”
• REFER TO YOUR NOTES FROM MONDAY FOR IDEAS.
• YOU MUST EITHER:
1. SHOW 2 WAYS TO SOLVE , OR
2. SOLVE AND CHECK YOUR WORK. COMMUNICATE YOUR ANSWERS IN COMPLETE THOUGHTS
(SENTENCES).
SCORING RUBRIC
• 5 = ALL PARTS OF THE TASKS HAVE BEEN COMPLETED THOROUGHLY WITH PRECISION AND ATTENTION TO
DETAIL. THE STUDENT’S WORK DEMONSTRATES A MASTERY OF ALL CONCEPTS. ANSWERS ARE
COMMUNICATED IN COMPLETE THOUGHTS (SENTENCES).
•
• 4.5 = THE REQUIREMENTS OF THE TASKS HAVE BEEN MET AND REASONABLE DETAIL WAS INCLUDED. THE
STUDENT’S WORK DEMONSTRATES AN UNDERSTANDING OF THE CONCEPTS AND THE ANSWER IS
COMMUNICATED THOROUGHLY.
•
• 4 OR 3.5 = THE REQUIREMENTS OF THE TASKS HAVE NOT BEEN FULLY MET. SOME DETAILS OR PARTS WERE
MISSING. THE STUDENT’S UNDERSTANDING OF CONCEPTS IS QUESTIONABLE IN SOME AREAS.
•
• 3 OR 2.5 = MOST OF THE TASK REQUIREMENTS HAVE NOT BEEN MET. FEW OR NO DETAILS WERE
PROVIDED. THE STUDENT HAS NOT DEMONSTRATED AN UNDERSTANDING OF THE CONCEPTS.