This document discusses using problem based learning to teach functions in a 9th or 10th grade integrated math class. Problem based learning is a student-centered instructional strategy where students work in groups to solve problems based on prior knowledge or research. It allows students to develop problem solving skills and stimulates brain development. Throughout the unit, students will analyze functions using graphs and representations. They will be given word problems about pools filling with water to sketch and interpret graphs showing the relationship between depth and time. The goal is for students to be able to verbally describe functional relationships using mathematical terminology.
This document provides a flipped lesson plan created for a third grade class on the topic of area. The lesson plan includes the following objectives
• Find the area of a rectangle by counting tiles
• Apply multiplication equations to solve the area of a rectangle
• Explain in numbers, words, or sketches how they found the area of a rectangle
This lesson includes alignment of common core standards, materials (including on-line sites for support), discussion questions, activities, and assessments.
Lesson GoalsCentral Focus of LessonThis lesson allows stu.docxcroysierkathey
Lesson Goals
Central Focus of Lesson:
This lesson allows students to explore a variety of musical instruments. This is a hands-on activity allowing students to discover the differences in sounds made by different instruments. Students will also gain practice in recording their observations in their science notebooks.
What is the big idea or focus question of the lesson? For example: The focus of this lesson is for students to learn details about the history of the Georgian flag, describe the characteristics of the Georgian flag, count how many crosses are on the flag and create the Georgian flag
Standard(s) Addressed:
Grade Level:Number of Students: Teachers Name: Date
Lesson Objectives:
Objectives must be measurable - these are how you will know the students have learned what they should have learned. Objectives usually start with a verb; that explicitly describes what students will do. Avoid vague words like understand and know (they are not measurable). Objectives are single sentence statements. Objectives should focus on what the student will do not what the Teacher does. SWBAT- Students Will Be Able To.
What will the students know and be able to do by the end of the lesson? (use observable language).
2 goals is all you need for this lesson
For Example, Students will be able to name 4 facts regarding the Great Wall of China
SWBAT: Identify the names of 4 fruits - SWBAT: Name 4 Primary colors.
Language Demands:
For Example: Students will be using color words to describe the buildings they see and make. They will be using these words verbally as well as in writing. Students’ verbal and written descriptions will need to match the observations they make.
Key Vocabulary:
What are the key vocabulary words that will be modeled and learned by the class in this lesson?
What other related words or synonyms will you use to build on their Vocabulary/Language development
Materials: What materials will be used in the Lesson or Learning Centers
For Example: Architecture photographs, color and building labels for each picture. 3 photographs of Uzbek architecture
· Bibi-Khanym Mosque –religious building
· Registan- a city square
· Palace of Khudayar Khan –building for leaders
Color words anchor chart
Color templates of architecture differentiated
· Lined paper-
· 3 blank sentence frame-
· 2 blank sentence frame- students who need additional support
Thick primary crayons
Individual color words mini anchor chart- students who need additional support
Lesson Introduction- Before/Motivation:
Setting the stage, activate and build background knowledge, introduce and explain
How will you set a purpose and help students learn why today’s lesson is important to them as readers/writers/learners?
How will you pique interest and/or curiosity regarding today’s topic? What is your Hook ? For Example, a Mystery Box, The Teacher dressing up, etc…this must clearly connect to the Lesson Objectiv ...
Making Student Learning Visible: Using Concept Map Analysis as an Assessment...Gail Matthews-DeNatale
Poster presented at the May 2015 Conference for Advancing Evidence-Based Teaching, Center for Advancing Learning and Teaching Through Research, Northeastern University, Boston, MA
1A Content-Based Information Gap Activity (CBIIGA) ProjecTatianaMajor22
1
A Content-Based Information Gap Activity (CBI/IGA) Project
50 points
Below is the IGA Activity
Introduction:
Information gap activities (IGAs) are a cooperative pair task in which students share information known to one student (Student A) but not to the other (Student B). By collaborating and speaking in the target language, students complete the task. The activity could involve collaboration and such as finding or drawing missing objects on a picture or filling in a chart with missing information.
Information gap activities are contextualized and used to support the development of student-student interpersonal communication. As we have previously discussed in class, the context includes WHO is talking, and WHERE, WHEN and WHY they are talking. This context is typically described in the directions for the activity. IGAs provide practice with specific communicative functions related to the context. These functions could be asking for directions to complete a map, describing locations of objects to complete a picture, asking for and stating the time to complete a schedule, providing information to fill out a chart, etc. The possibilities are endless.
Information gap activities provide opportunities for students to engage in NEGOTIATING AND MAKING MEANING, thus supporting acquisition according to Long’s Interactional Hypothesis. Students are taught to ask for clarification, check comprehension of what they are trying to say, and confirm their understandings. Students also become CREATIVE with their language and combine and recombine what they know as they engage in INTERPERSONAL COMMUNICATION. Thus, there is NOPRIOR SCRIPTING involved.
NOT ALL IGAs are created equal. Some tasks only provide practice in using FORMULAIC LANGUAGE while others require CREATING meanings with language that the students know.
Supporting Materials:
All IGAs have some VISUAL element, a map, a picture, or a chart, etc. Student A has information that student B does not have and student B has information that student A does not have. Together they cooperate and communicate in the target language so that each student has all the information.
There are always TWO parts to an information gap task – Student A and Student B. Some teachers COLOR CODE each part to ensure pairs of students have the correct materials for the task. For example, student A’s paper might be green and students B’s paper might be yellow.
Many IGAs provide a WORD BANK and/or SENTENCE STARTERS of necessary words and expressions for completing the task. The word bank and sentence starters provide language support or linguistic scaffolding, one important consideration for developing a successful interpersonal task. For a map completion task, these words may be prepositions or cardinal directions, ways of asking for information, and ways of describing locations. In addition, you may include some negotiation of meaning phrases such as, can you repeat that?, what?, where is it? By practic ...
This document provides a flipped lesson plan created for a third grade class on the topic of area. The lesson plan includes the following objectives
• Find the area of a rectangle by counting tiles
• Apply multiplication equations to solve the area of a rectangle
• Explain in numbers, words, or sketches how they found the area of a rectangle
This lesson includes alignment of common core standards, materials (including on-line sites for support), discussion questions, activities, and assessments.
Lesson GoalsCentral Focus of LessonThis lesson allows stu.docxcroysierkathey
Lesson Goals
Central Focus of Lesson:
This lesson allows students to explore a variety of musical instruments. This is a hands-on activity allowing students to discover the differences in sounds made by different instruments. Students will also gain practice in recording their observations in their science notebooks.
What is the big idea or focus question of the lesson? For example: The focus of this lesson is for students to learn details about the history of the Georgian flag, describe the characteristics of the Georgian flag, count how many crosses are on the flag and create the Georgian flag
Standard(s) Addressed:
Grade Level:Number of Students: Teachers Name: Date
Lesson Objectives:
Objectives must be measurable - these are how you will know the students have learned what they should have learned. Objectives usually start with a verb; that explicitly describes what students will do. Avoid vague words like understand and know (they are not measurable). Objectives are single sentence statements. Objectives should focus on what the student will do not what the Teacher does. SWBAT- Students Will Be Able To.
What will the students know and be able to do by the end of the lesson? (use observable language).
2 goals is all you need for this lesson
For Example, Students will be able to name 4 facts regarding the Great Wall of China
SWBAT: Identify the names of 4 fruits - SWBAT: Name 4 Primary colors.
Language Demands:
For Example: Students will be using color words to describe the buildings they see and make. They will be using these words verbally as well as in writing. Students’ verbal and written descriptions will need to match the observations they make.
Key Vocabulary:
What are the key vocabulary words that will be modeled and learned by the class in this lesson?
What other related words or synonyms will you use to build on their Vocabulary/Language development
Materials: What materials will be used in the Lesson or Learning Centers
For Example: Architecture photographs, color and building labels for each picture. 3 photographs of Uzbek architecture
· Bibi-Khanym Mosque –religious building
· Registan- a city square
· Palace of Khudayar Khan –building for leaders
Color words anchor chart
Color templates of architecture differentiated
· Lined paper-
· 3 blank sentence frame-
· 2 blank sentence frame- students who need additional support
Thick primary crayons
Individual color words mini anchor chart- students who need additional support
Lesson Introduction- Before/Motivation:
Setting the stage, activate and build background knowledge, introduce and explain
How will you set a purpose and help students learn why today’s lesson is important to them as readers/writers/learners?
How will you pique interest and/or curiosity regarding today’s topic? What is your Hook ? For Example, a Mystery Box, The Teacher dressing up, etc…this must clearly connect to the Lesson Objectiv ...
Making Student Learning Visible: Using Concept Map Analysis as an Assessment...Gail Matthews-DeNatale
Poster presented at the May 2015 Conference for Advancing Evidence-Based Teaching, Center for Advancing Learning and Teaching Through Research, Northeastern University, Boston, MA
1A Content-Based Information Gap Activity (CBIIGA) ProjecTatianaMajor22
1
A Content-Based Information Gap Activity (CBI/IGA) Project
50 points
Below is the IGA Activity
Introduction:
Information gap activities (IGAs) are a cooperative pair task in which students share information known to one student (Student A) but not to the other (Student B). By collaborating and speaking in the target language, students complete the task. The activity could involve collaboration and such as finding or drawing missing objects on a picture or filling in a chart with missing information.
Information gap activities are contextualized and used to support the development of student-student interpersonal communication. As we have previously discussed in class, the context includes WHO is talking, and WHERE, WHEN and WHY they are talking. This context is typically described in the directions for the activity. IGAs provide practice with specific communicative functions related to the context. These functions could be asking for directions to complete a map, describing locations of objects to complete a picture, asking for and stating the time to complete a schedule, providing information to fill out a chart, etc. The possibilities are endless.
Information gap activities provide opportunities for students to engage in NEGOTIATING AND MAKING MEANING, thus supporting acquisition according to Long’s Interactional Hypothesis. Students are taught to ask for clarification, check comprehension of what they are trying to say, and confirm their understandings. Students also become CREATIVE with their language and combine and recombine what they know as they engage in INTERPERSONAL COMMUNICATION. Thus, there is NOPRIOR SCRIPTING involved.
NOT ALL IGAs are created equal. Some tasks only provide practice in using FORMULAIC LANGUAGE while others require CREATING meanings with language that the students know.
Supporting Materials:
All IGAs have some VISUAL element, a map, a picture, or a chart, etc. Student A has information that student B does not have and student B has information that student A does not have. Together they cooperate and communicate in the target language so that each student has all the information.
There are always TWO parts to an information gap task – Student A and Student B. Some teachers COLOR CODE each part to ensure pairs of students have the correct materials for the task. For example, student A’s paper might be green and students B’s paper might be yellow.
Many IGAs provide a WORD BANK and/or SENTENCE STARTERS of necessary words and expressions for completing the task. The word bank and sentence starters provide language support or linguistic scaffolding, one important consideration for developing a successful interpersonal task. For a map completion task, these words may be prepositions or cardinal directions, ways of asking for information, and ways of describing locations. In addition, you may include some negotiation of meaning phrases such as, can you repeat that?, what?, where is it? By practic ...
Seminar University of Loughborough: Using technology to support mathematics e...Christian Bokhove
I WILL ADD THE REFERENCES IN DUE TIME
Christian received his PhD in 2011 at Utrecht University and is lecturer at the University of Southampton. In this talk Christian will present a wide spectrum of research initiatives that all involve the use of technology to support mathematics education itself and research into mathematics education. It will cover (i) design principles for algebra software, with an emphasis on automated feedback, (ii) the evolution from fragmented technology to coherent digital books, (iii) the use of technology to measure and develop Mental Rotation Skills, and (iv) the use of computer science techniques to study the development of mathematics education policy.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
"Protectable subject matters, Protection in biotechnology, Protection of othe...
Module 4 application GIBSON
1.
Shelly Gibson
DL 5103 Instructional Models for Digital Learning
September 22, 2013
2. Problem Based Learning and Mathematics:
• Is an instructional strategy used to enhance learning
• Class is student centered
• Teacher is the facilitator
• Students to work in collaborative groups
• Students will plan a strategy to solve the problem based
upon prior knowledge, asking additional questions or
researching for additional information
• Students devise a plan, share knowledge with others
• They will present their conclusion by a presentation or
just share an answer
3. Problem based learning will allow the teacher to reach many different students with
various levels of abilities. By implementing problem based learning, students will
work through more complex problems and stimulate brain development
(Gasser, 2011)
Universal Design for Learning (UDL), encourages teachers to provide multiple ways
to present materials (CAST, 2011 ). The “what”, “how” and “why” of learning has
become the classroom mantra.
Throughout this unit on Functions, material will be presented in different ways.
Students will be assessed through online quizzes, mini projects and the final unit
test. Giving the students multiple ways to demonstrate their mastery is very
important. Finally, there will be various ways to engage students. One such way is
to have students use a graphing calculator and motion detector (CBR) to match their
movement to a graph. This will allow more kinesthetic or hands on learners to work
experience real-world context.
4. Unit 2 – Functions
5 days (90 minutes)
Integrated Math 1 (grade level 9th, 10th)
CCSS: F-IF.4: Interpret functions that arise in applications
in terms of the context
CCSS: F-IF.9: Analyze functions using different
representations
Students will learn more about functions and their graphs
through the experience of problem solving.
Essential Objectives:
o I can describe the relationship between two quantities by analyzing
a graph
o I can interpret key features and sketch graphs given a verbal
description of the relationship
5. Two swimming pools are being filled at a constant rate. Cross
sections are shown below.
1. For each pool, write a description of how the depth in meters
of water in the pool varies with the time in minutes from the
moment the empty pool begins to fill.
2. Sketch a graph to show how the depth of the water in each
pool varies with time from the moment the empty pool begins to
fill.
6. Scaffolding Questions:
How are the pools different?
Which section of Pool B will fill first?
What should the graph look like for Pool A? Pool B?
Extension Question:
Describe a graph that represents the filling of a pool
whose shape is like a trapezoid. Graph the function on
your chart paper.
7. Create a function (graph) depicting flow of water into a
pool with a student created pool design. Post on the
chart. As a team rotate from poster to poster (gallery
walk). Each team will analyze the graph and draw the
shape of the pool.
EXAMPLE :
What would the cross section
of the pool resemble?
8. Throughout the unit, students will practice graphing and
analyzing functions from website:
Click here for graphingstories.com
9. The goal of this unit is for students to be able to describe the relationship with
the domain and range values of a graph and what occurs when it produces a
function. They will be able to describe (verbally) a function using mathematical
terminology.
By providing multiple models for instruction, one being problem based
learning, my students will have a greater possibility of gaining knowledge in this
area of Algebra 1.
10. CAST (2011) Universal Design for learning guidelines version 2.0 Wakefield, MA: Author
Gallow, D. (2005) What is problem based learning? Retrieved from
htttp://www.pbl.uci.edu/whatispbl.html
Gasser, K. W. (2011). Five ideas for 21st century math classrooms. American Secondary
Education, 39(3), 108-116.
Thomas, J.W. (2000) A review of research on PBL. Retrieved from
http://www.bobpearlman.org/estPractices/PBL_Reserach.pdf
