Transcript
Page 1: Using Graphics in the Math Classroom. Benefits to using the Graphics 1.Students become familiar with the common pictures they will see 2.Students learn

Using Graphics in the Math Classroom

Page 2: Using Graphics in the Math Classroom. Benefits to using the Graphics 1.Students become familiar with the common pictures they will see 2.Students learn

Benefits to using the Graphics1.Students become familiar with the common pictures they will see

2.Students learn to to focus on all the information in graphics before starting the problems

3.Students review key concepts from previous instruction

4.Help students break down the problem by focusing on a small part or important sub-step

5.Students get frequent practice of key skills and vocabulary

All graphics developed by Massachusetts Dept. of Education and have appeared on released tests

Page 3: Using Graphics in the Math Classroom. Benefits to using the Graphics 1.Students become familiar with the common pictures they will see 2.Students learn

How to use the Graphics

1.Flash them onto screen and pepper (cold call) students with questions. (They answer out loud or after talking to a partner.)2. Have all students respond on white board.3.Use the graphics as a Type One or Type Two Writing. Ask:

1. What is the key information?2. What do you think the questions will be?3. What vocabulary is related to this?4. What kind of mistakes should you avoid?5. How would you find??? What if???

4.After practicing with these, use the Pepper Cards (see attached) to have students practice by self or with partner.5.Use the sample cards to give you an idea of the kinds of questions you can ask.

Page 4: Using Graphics in the Math Classroom. Benefits to using the Graphics 1.Students become familiar with the common pictures they will see 2.Students learn

The following slides offer sample of the kinds of oral questions you might ask.

Remember, you do not have to ask all of the questions These are just samples of question types. Mix it up with higher level and low level questions.

Remember, a geometry question can become a fraction question with a little skill. “What fraction of these lines are parallel?”

My favorites question types include:

Who and what is it about?What math words go with this?What might they ask?What mistakes will be made?Go backwards… (here’s the area, what are the dimensions)What if…

Page 5: Using Graphics in the Math Classroom. Benefits to using the Graphics 1.Students become familiar with the common pictures they will see 2.Students learn

Elementary Examples

Page 6: Using Graphics in the Math Classroom. Benefits to using the Graphics 1.Students become familiar with the common pictures they will see 2.Students learn
Page 7: Using Graphics in the Math Classroom. Benefits to using the Graphics 1.Students become familiar with the common pictures they will see 2.Students learn

What are some math terms related to this picture?

Which letters shows parallel lines ?

What how would you describe the lines above letter L?

What kind of an angle is formed at Letter O? How many degrees?

If you wanted to make a parallelogram which lines would you use?

What fraction of these lines are intersecting?

What is the ratio of parallel lines to perpendicular lines?

What is an example of parallel lines in real life?

Page 8: Using Graphics in the Math Classroom. Benefits to using the Graphics 1.Students become familiar with the common pictures they will see 2.Students learn

What is this graph called?

What is this graph showing?

How many plants sold Week 2?

On what day were 30 plants sold?

How many more on Week 2 and Week 1?

A student said there were 21 plants sold on Week 3. What mistake is he making?

What kinds of questions will be asked?

What If they wanted to sell 200 plants, how many would they need to sell in Week 5?

Page 9: Using Graphics in the Math Classroom. Benefits to using the Graphics 1.Students become familiar with the common pictures they will see 2.Students learn

4,305What is this number?

Tell me in expanded form

Round to nearest thousand? Explain

Odd Even? Multiple of 5? Divisible by three? Explain

What if you changed the 3 to a 6 how would the value change?

Rearrange these digits and make the largest number possible. Smallest?

How far away from 10,000?

Double this number.

Multiply this number 10. divide by 10..

Page 10: Using Graphics in the Math Classroom. Benefits to using the Graphics 1.Students become familiar with the common pictures they will see 2.Students learn

Middle and High School Examples

Page 11: Using Graphics in the Math Classroom. Benefits to using the Graphics 1.Students become familiar with the common pictures they will see 2.Students learn

What does this show?What vocabulary words are related?What questions will be asked?How do you find the slope? What is the slope of this line?

What are coordinates of y-intercept?

Estimate coordinates of y intercept…

If slope is 1/3. What is slope of a line perpendicular to this one? Why?

Y = 3x + 4. Is this the correct equation? Why not?

Page 12: Using Graphics in the Math Classroom. Benefits to using the Graphics 1.Students become familiar with the common pictures they will see 2.Students learn

What does this show? Where is it from?

What does area mean? What kind of units to measure it?

What does bh mean?

When you have a parallelogram, that’s not a rectangle, what should you be careful about when finding area?

How is rectangle formula different from triangle? Why different?

Explain how to use the trapezoid formula

What’s a mistake people make when the formula calls for the height of a triangle?

What’s the area of a circle with a diameter of 20 cm? What 2 mistakes to people make? (hint: they get an area of 40 cm.)

Page 13: Using Graphics in the Math Classroom. Benefits to using the Graphics 1.Students become familiar with the common pictures they will see 2.Students learn

What is this problem about?

What you have to do first?

What is absolute value? How do you find it?

What incorrect answer to you think many students chose? Why?

What if this problem asked for absolute value of -8 plus absolute value of 6? What would the answer be then?

Page 14: Using Graphics in the Math Classroom. Benefits to using the Graphics 1.Students become familiar with the common pictures they will see 2.Students learn

Key Graphics from Middle and High School

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Number Sense

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6 + 43 ÷ 2

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0.250.050.5

1.050.005

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25%5%

50%105%

.5%

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Page 20: Using Graphics in the Math Classroom. Benefits to using the Graphics 1.Students become familiar with the common pictures they will see 2.Students learn
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5/8 5/6 2/3 3/45/9 2/5

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2 1/3 1 5/6

7/4 10/3

Page 25: Using Graphics in the Math Classroom. Benefits to using the Graphics 1.Students become familiar with the common pictures they will see 2.Students learn
Page 26: Using Graphics in the Math Classroom. Benefits to using the Graphics 1.Students become familiar with the common pictures they will see 2.Students learn
Page 27: Using Graphics in the Math Classroom. Benefits to using the Graphics 1.Students become familiar with the common pictures they will see 2.Students learn
Page 28: Using Graphics in the Math Classroom. Benefits to using the Graphics 1.Students become familiar with the common pictures they will see 2.Students learn
Page 29: Using Graphics in the Math Classroom. Benefits to using the Graphics 1.Students become familiar with the common pictures they will see 2.Students learn
Page 30: Using Graphics in the Math Classroom. Benefits to using the Graphics 1.Students become familiar with the common pictures they will see 2.Students learn
Page 31: Using Graphics in the Math Classroom. Benefits to using the Graphics 1.Students become familiar with the common pictures they will see 2.Students learn
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Page 33: Using Graphics in the Math Classroom. Benefits to using the Graphics 1.Students become familiar with the common pictures they will see 2.Students learn
Page 34: Using Graphics in the Math Classroom. Benefits to using the Graphics 1.Students become familiar with the common pictures they will see 2.Students learn
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Page 36: Using Graphics in the Math Classroom. Benefits to using the Graphics 1.Students become familiar with the common pictures they will see 2.Students learn
Page 37: Using Graphics in the Math Classroom. Benefits to using the Graphics 1.Students become familiar with the common pictures they will see 2.Students learn
Page 38: Using Graphics in the Math Classroom. Benefits to using the Graphics 1.Students become familiar with the common pictures they will see 2.Students learn
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18 – 12 ÷ 2 + 1

a. 2b. 4c. 11d. 13

William Atwood
gr 6 2010 #12
Page 41: Using Graphics in the Math Classroom. Benefits to using the Graphics 1.Students become familiar with the common pictures they will see 2.Students learn
Page 42: Using Graphics in the Math Classroom. Benefits to using the Graphics 1.Students become familiar with the common pictures they will see 2.Students learn

7 – (-7) =

7 + (-7) =

-4 + -5 =

-4 – 5=

(-7)2

(-7)(6)

(-8)(-8)

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Patterns and Algebra

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8 – 2x – 2 = 10

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2a2 – b

Evaluate when a = 3 and b =4

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Page 48: Using Graphics in the Math Classroom. Benefits to using the Graphics 1.Students become familiar with the common pictures they will see 2.Students learn
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ILOVEMATHILOVEMATHILOVEMATH…

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Page 51: Using Graphics in the Math Classroom. Benefits to using the Graphics 1.Students become familiar with the common pictures they will see 2.Students learn
Page 52: Using Graphics in the Math Classroom. Benefits to using the Graphics 1.Students become familiar with the common pictures they will see 2.Students learn
Page 53: Using Graphics in the Math Classroom. Benefits to using the Graphics 1.Students become familiar with the common pictures they will see 2.Students learn
Page 54: Using Graphics in the Math Classroom. Benefits to using the Graphics 1.Students become familiar with the common pictures they will see 2.Students learn
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Page 57: Using Graphics in the Math Classroom. Benefits to using the Graphics 1.Students become familiar with the common pictures they will see 2.Students learn
Page 58: Using Graphics in the Math Classroom. Benefits to using the Graphics 1.Students become familiar with the common pictures they will see 2.Students learn
Page 59: Using Graphics in the Math Classroom. Benefits to using the Graphics 1.Students become familiar with the common pictures they will see 2.Students learn
Page 60: Using Graphics in the Math Classroom. Benefits to using the Graphics 1.Students become familiar with the common pictures they will see 2.Students learn
Page 61: Using Graphics in the Math Classroom. Benefits to using the Graphics 1.Students become familiar with the common pictures they will see 2.Students learn
Page 62: Using Graphics in the Math Classroom. Benefits to using the Graphics 1.Students become familiar with the common pictures they will see 2.Students learn
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Geometry Strand

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Measurement Strand

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prism

3 dimensions: length width, height

Volume Surface area

Edges, vertices, faces

Length x width x height

Area of base x height

2(l x w) + 2(l x h) + 2(w x h) = SA

What are key words for this shape?

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Data Strand

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