June 21-27,2007
MSP Summer workshop
Tentative
Schedule of Activities
Questions
for the reading for workshop
Day 1: June 21
Welcome
Technology Warm-Up
Applet and calculator activity: Skip Counting and Hundreds boards
Practice: Entering calculations
Activity *
Constant
Dimensions
Technology-An
Intro to Graphing Calculator Basics: Lists and plots
Technology- Basic stat functions
Activity:
Missing
Values – NCTM blackline master (if time permits)
Activity:
Introduction
to Algebra Tiles
Wrap-up
Learning Goals
for Day 1:
1)
Familiarity
with basic functions of a graphing calculator such as arithmetic expressions
and using lists.
2)
Ability
to using algebra tiles to model arithmetic and balanced equations.
3)
Ability
to see slope as a ratio
*see the last page of this document for
further clarification on the use of the word activity
Day 2: June 22
Technology Warm-Up
Balanced
Scales Virtual Manipulative
Slope
applet
Activity:
Investigating
Linear Relationships from Multiple Perspectives
Technology-
An Introduction to Graphing Calculator Basics: Graphing Functions and Solving
Equations.
Activity:
Algebra
Tiles – Modeling polynomial multiplication, factoring, etc.
Activity:
Ups
and Downs Patterns – NCTM blackline master (if time
permits)
Technology: More with lists and sequences
Wrap-up
Learning Goals
for Day 2:
1)
Ability
to model linear relationships from multiple perspectives, including
numerically, graphically, and algebraically.
2)
Comfort
with graphing and solving capabilities of the graphing calculator, including
defining functions, graphing functions, using window techniques such as
zooming, tracing, and solving techniques.
3)
Basic understanding
of how to use algebra tiles to model polynomial operations
Day 3: June 25
Technology Warm-Up
Voltage
Applet
Applet (TBA)
Activity:
Rates
Across the Grades
Technology-Lists and their plots on GC
and spreadsheet/GC applet
Activity:
Technology-CBL
(Calculator Based Laboratory) Voltage Experiment
Technology-Graphing collected data
Activity:
Fund
Raising – NCTM blackline master
Technology- Lists and their graphs
Activity:
Algebra Tiles-
Further explorations (if time permits)
Wrap-up
Learning Goals
for Day 3:
1)
Basic
familiarity with use of the CBL,
including collecting data and analyzing it on the graphing calculator
2)
Comfort
with the list features on the GC
3)
Ability
to recognize how rate problems connect to the concept of slope
4)
Ability
to represent and solve ratio/rate problems in a variety of ways
Day 4: June 26
Technology Warm-Up
Applets (TBA)
Activity:
What
is Linear?
Linearity and licorice
NCTM blackline
master
Technology- Lists, functions and plots
Activity:
Graphs
to Stories – NCTM blackline master
Stories
to Graphs – NCTM blackline master
Activity:
Technology-CBR
(Calculator Based Ranger) Motion Experiment
Breakout Sessions:
Toothpick
Patterns &
Bouncing Tennis balls– for teachers grades 3-5
Interest
Problem – for teachers grades 6 – 8
Technology- the spreadsheet
type features of the GC
Wrap-up
Learning Goals
for Day 4:
1) Understand how to distinguish between
linear and nonlinear relationships
2) Familiarity with lists and plotting
3) Basic familiarity with use of the CBR, including modeling position
and velocity
4) Comfort with interpreting graphs and
translating various scenarios into graphs
Day 5: June 27
Technology Warm-Up
Probability Applets
Activity:
Probability
I: What is Fair: Dice and Distributions
Activity:
Probability
II: Probability experiments and ratios
(NCTM blackline
master)
Activity:
Technology-CBL
(Calculator Based Laboratory) Temperature Experiment
Wrap-up
Learning Goals
for Day 5:
1) Ability to relate two data sets using the
CBL. Also to understand nonlinear data.
2) Ability to understand the importance of the
Law of Large numbers in probability
3) Ability to recognize the importance of
“fairness” criteria in probability experiments
What does the word activity mean?
As shared at the
January meeting, we use the word “activity” to mean the instructional cycle of
solving a problem as a student and then looking back at the problem as a
teacher. This cycle consists of the
following:
•
Presentation
and carrying out of problem(s) and group work
•
Reflection on
activity
–
Opportunities to bridge from the concrete to
the abstract
–
How to
differentiate instruction
–
MSVC/CLG’s: your
course content- where does it fit in?
–
Relevent
assessment items
–
How to develop reflection among
students- teacher prompts
•
Sharing of
related problems/worksheets on web and in print
•
Further work
(to include…)
–
Development
of related hands on activities with alignment to MVSC/CLG’s
–
Development
of skill work to further student understanding
–
Development
of items that model assessment items
–
Development
of different approaches to modeling and designing problems that will help
differentiate instruction