Things we would like you to discuss:
1. Your thinking process and feelings about the problem.
2. What problem solving strategy did you employ to solve this problem?
3. What do you know about the problem?
4. What did you not know about the problem? Write down the
questions you would like to have answered to lead your thinking process.
Based on your answer above look at the following map and highlight the possible country
or countries where the observer could be standing.
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Things to ponder:
Did the map help to correct or affirm your thinking?
Could we know exactly where the observer is standing why or why not? Give a reason
for your answer.
How is the sextant (measurement tool be held by the observer) used to measure latitude?
Is the observer dressed appropriately for the weather? Why or why not?
Additional resource
Latitude
Lines of latitude measure north-south position between the
poles. The equator is defined as 0 degrees, the North Pole is
90 degrees north, and the South Pole is 90 degrees south.
Lines of latitude are all parallel to each other, thus they are
often referred to as parallels.
The memory rhyme I use to help remember that lines of
latitude denote north-south distance is:
"Tropical latitudes improve my attitude"
One degree of latitude is
60 nautical miles, 69 statute miles or 111 km.
One minute of latitude is
1 nautical mile, 1.15 statute miles, or 1.85 km.
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Things we would like you to discuss:
5. Your thinking process and feelings about the problem.
6. What problem solving strategy did you employ to solve this problem?
7. What do you know about the problem?
8. What did you not know about the problem? Write down the
questions you would like to have answered to lead your thinking process.
5. At what point(s) will all the minerals form together and why?
6. At what point(s) will both adulasite and silliminite form and why?
7. At what point(s) will noth Silliminite and Kyanite form?
8. Create a venn diagram to compare and contrast the three mineral?
II. Materials needed for the following question. Protractor, trig chart, scientific
calculator, a ruler, graph paper with Cartesian graph.
Participants must show at least two ways to solve the following problem.
1. Point ( 3,5) lies on a line with an angle of inclination of 70 degrees. What is the
equation of the line.
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2. Is it possible for point (3,5) to lie on a line with an angle of inclination of 45 degrees?
Prove your reasoning.
Things we would like you to discuss:
9. Your thinking process and feelings about the problem.
10. What problem solving strategy did you employ to solve this problem?
11. What do you know about the problem?
12. What did you not know about the problem? Write down the
questions you would like to have answered to lead your thinking process.
III.
Philosophy of Rene Descartes . 15 minute clip.
Questions to ponder:
What question led to the creation of the Cartesian graphing system?
What is your personal belief about the philosophy of Rene Descartes?
Could the knowledge of what we’ve learned in the clip be used in the classroom ?
Why and How? Why or Why not?
IV.
V.
VI.
Proofs and derivation using coordinate geometry
Derive the law of Cosine
Derive the other trig angle postulates
Be prepared to discuss properties and formulas essential to the derivation process.
Further notes: In intro to the PD we will go over protocols for communication.
We will stress this is not a gripe session we are all here to heightened and enlarge our
understanding of mathematics and pedagogy and build a network between staff.
Read article on questioning skills. Pair Share , last word strategies.
Insight on proportional property (a/b)= (c/d) can be written as (a/c)=(b/d) leading to
(a/b)= ( sin A/sin B) additional ratio symbol I’ve learned -( A )
O to 100 chart looking at relationships and fostering algebraic thinking. Relationship
problem of Volume, S.A problem with 16x16 grid cutting squares from corners,
Cylinder , Rectangle prism and Square pyramid problem which one has the largest
capacity.
Break out for planning Impact and HS
DAY 2 – Edey P.D, Additional breakout
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