team d curriculum night (1)
TRANSCRIPT
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Curriculum Night
Adriana Agosto, Alice Marcus, Widlynne Pierre, Heather Wilson
MTH/214
December 15, 2014
Michael Braverman
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Math Concepts
• Probability: The chance that something will
happen - how likely it is that some event will
happen.
• Measurement: A number that shows the size
or amount of something.
• Graphs: A diagram of values, usually shown
as lines or bars.
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Probability Relevance
The concept of probability is relevant to student learning because it involves something
practiced in the real world. Students must learn how to find the probability because
probability is a concept that is utilized in almost every career or profession. If one how to
find the probability of something, then they will have better problem solving skills than of
that person who does not. Probability is used to predict the likelihood of a future event, for
example of winning the lottery or buying a house or a car.
Adriana Agosto
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Probability Manipulative
In order for students to learn about probability, I would use this manipulative
to teach them. I would divide the classroom up into 4 groups.
•Place skittles in the bag to see how many of each color the students take
out. The trick is I would put a lot more of one color than the rest. For example, 10 red, 3 yellow, 2 purple, 1 orange, and 2
green into every bag given to each group.
•I would then have each team pick one student to reach into the bag without
looking and pull out a skittle 10 different times.
•Another student would put a tally mark on a sheet of paper labeled with the
colors, which corresponds with the color skittle pulled out from the bag.
•They would then dump the bag to see what was left over.
•The team would have to answer 3 questions. What color did they think they
would pull out more, what color was actually pulled out more and why?
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How Probability Builds on Skills and Concepts
Probability builds on the skills and concepts learning in MTH/213 in many ways. One
concept learned in MTH/213 was one-to-one correspondence and probability builds on that
because if students learn how to solve the probability of a one-to-one correspondence, then they will have solved the likelihood of the solution before the correspondence has
even been solved.
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Measurement Relevance
•Measurement is finding a
number that shows the size
or amount of something.
•There are two main
"Systems of Measurement":
Metric and US Standard
Heather Wilson
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Measurement Manipulative
• Students each start on a different
starting point (A) and end at a
different point (B). Measure using the
foam feet to see how many feet it
takes to reach the destination.
• Compare using a cutout of their own feet.
Do you get the same answer?
Will smaller feet take more or less steps to
make it to the destination?
What about larger feet?
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Building on to what was learned
The measurement concept covered in this course will build upon the mathematics already
learned in the previous math course. Mathematics is a cumulative subject. Students must
be proficient in basic math skills before they can move on to more complex mathematical
concepts › Addition › Subtraction › Division › Multiplication › Basic Algebra › Graphs and
Data Analysis It is vital to practice and apply concepts learned in this math course outside
the classroom. This leads to deeper understanding of the subject.
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Just graph it
Widlynne Pierre
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The Data
• Students will use data from two different sources to create three graphs.
Alice Marcus
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Graphing Manipulative
• During curriculum night, parents will write their age on a scrap paper and anonymously submit it in a fish bowl.
• Students will also use data compiled from a bag of buttons. The bag will contain varying amounts of six different buttons.
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From these numbers they will make the following graphs/plots:
1.Stem and Leaf Plots
2.Pictograph
3.Bar Graph
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Stem and Leaf Plot
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A picture graph is use to show data
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Pictograph
• Great for an elementary level
• Seen in newspapers and magazines
• Elementary students will relate well to picture
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Bar graphs
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Bar Graph
• This type of graph is more advanced than the other two
• Data can be easily transferred to a bar graph from our other two graphs
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References• www.explorationworks.org
• www.fayar.net
• https://www.pinterest.com/pagejen/math-portfoliofractions-probability/
• http://
www.awellspringofworksheets.com/one-to-one-correspondence-fun-ways-to-practice-matchin
g-and-counting
/
• graph2014EncyclopaediaBritannicaOnlineURhttp://
academic.eb.com.ezproxy.apollolibrary.com/Ebc hecked/topic/241997/graph
• Billstein,R.,Libeskind,S.,&Lott,J. (2013). A Problem Solving Approach to Mathematics for
Elementary Educators. (11th ed.) Pearson Education, Inc.