Solving problems with inequalities
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The document outlines the structure and progression of a math lesson on inequalities. It begins with a starter activity to introduce the topic, followed by teacher modelling of examples and techniques. Students then work in pairs on similar problems before completing independent learning tasks of varying difficulties. The lesson concludes with a review to assess understanding and link back to the learning objectives.
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اختلاف التعليم في مهام الرياضيات
أ. جليندا أنتوني
المدير الموازي لمركز الامتياز لبحوث الرياضيات في التعليم. كلية التربية والتعليم, جامعة ماسي.
نيوزيلندا
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Unit 1 Fourth Grade cs 2012 2013
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Unit 6 presentation base ten equality form of a number with trainer notes 7.9.08
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Edc617 All
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Audio
The lesson plan aims to teach sixth grade students how to multiply decimals. Students will model multiplying decimals on their whiteboards and complete 50% of their worksheet by the end of class. The teacher will review place value and multiplying decimals through examples on the whiteboard. Students will then practice multiplying decimals using visual models and graph paper. Their understanding will be evaluated through a worksheet and exit ticket.
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SECTION 1A. Journal Week 2Chapter 4 in Affirming Diversity pag.docx
SECTION 1
A. Journal Week 2
Chapter 4 in Affirming Diversity pages 65-91.
1. How might you make a convincing argument that all students should have equal access and opportunity to algebra or its integrated counterpart in grade 8 and advanced placement courses in high school?
Reflect upon the following curriculum questions:
· In what ways is the mathematics curriculum limiting or detrimental?
· In what ways is the mathematics curriculum beneficial?
· Does the classroom teacher make his/her own mathematics curriculum and if so how is it evaluated in terms of student achievement?
· Have you and/or your colleagues been involved in developing the curriculum or do you rely on the textbooks?
Reflect upon the following pedagogy questions:
· What might you look for in order to identify the philosophical framework of a practitioner's pedagogy?
· How can pedagogical strategies reflect or promote anti-bias, equity, or social justice?
· What do you need to know in order to identify and claim your own pedagogy?
Read the Case Study: Linda Howard. Chapter 4, pages 91-101.
Answer the following questions in your journals:
1. If you were one of Linda's teachers, how might you show her that you affirm her identity? Provide specific examples.
2. What kind of teachers have most impressed Linda? Why? What can you learn from this in our own teaching?
3. What skills do you think teachers need if they are to face the concerns of race and identity effectively?
B. Journal Week 3—ANSWER QUESTIONS & REFLECT
A group of students were asked to compare the following ratios which represent the amount of orange concentrate mixed with the amount of water. The students needed to determine which of the mixes was the most 'orangey." The students were also told they could not convert the ratios to decimals or percents, nor could they use calculators.
Orange Mix
Water
a.
1
to
3
b.
2
to
5
c.
3
to
7
d.
4
to
11
One student responded as follows:
What does the evidence in this work tell you about the student's understanding of comparing ratios? How would you respond to the student?
C. Journal week 7---REFLECTION ON ARTICLE
D. JOURNAL WEEK 8
"Each student, regardless of disability, difference, or diversity, needs access to the curriculum that is meaningful and that allows the student to use his or her strengths."
Earlier in this course we examined templates for multiple representations and for vocabulary development. Examine the following graphic organizer:
From Math for All: Differentiation Instruction, Grades 3 - 5, pg. 143.
Complete this graphic organizer or one of your choosing for the Speeding Ticket problem.
How do you think using a graphic organizer will help your students? Would you require all students to use a graphic organizer or only certain students? Explain your thinking.
SECTION 2
A. REPLIES
ELIZABETH:You cannot take a smaller number from a larger number.
I’m thinking this must be a typo. It should read you couldn’t take a larger number from a.
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