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# Summer Slide: Modeling the Weather Using Functions, Scatter Plots, and Equations

In this fun math camp, students will create and critique mathematical models of the weather including functions, scatter plots, and equations in a project-based learning environment as they prepare for Algebra.

There are no upcoming classes.

11-14

year old learners

6th-8th

US Grade Level

3-6

learners per class

### $45

Charged upfront

$15 per class

Meets 3x per week

Over 1 week

45 minutes per class

### There are no open spots for this class.

You can request another time or scroll down to find more classes like this.

## Description

### Class Experience

The curriculum is problem-based this means instead of lectures or videos students work together as a small group to solve problems to discover principles and strategies with teacher guidance, as necessary. Therefore, we will spend approximately 90% of each class period working on problems and discussing them as a group. The use of discussion and problem-solving leads to generalized mathematics or proofs. In this camp, students will explore real data about temperature and latitude to review...

8.F.A.1 Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. Function notation is not required in Grade 8. 8.F.B Use functions to model relationships between quantities. 8.SP.A Investigate patterns of association in bivariate data. 8.SP.A.1 Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association. 8.SP.A.2 Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line. 8.SP.A.3 Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height.

Professional Experience: I have been a math tutor for over 12 years and have worked with students from ages 5-25 in small group and academic settings including serving as a primary teacher for home educated learners. I have received training and tutoring certification/awards from nationally recognized organizations. I was a group supplemental instruction leader for math at the collegiate level for four years at ETSU including working with dual enrolled and accelerated learners. I have taught and tutored math up to a graduate level in algebra, geometry, probability, and quantitative reasoning. Academic Experience: Constructivism and Mathematics, Science, and Technology Education This graduate level online course for educators used practical examples and empirical research to connect the educational philosophy of constructivism to best practices in STEM education and demonstrated online teaching strategies for this endeavor. It highlighted the power of solving problems through building and applying understandings rather than rote processes which influences the problem-centered curriculum This class also addressed common misconceptions or alternative schemas students develop for math and science prior to instruction and provided ideas for experiments and explorations to adjust these conceptions. Math 1410 Numbers, Concepts, and Algebra for Math Teachers This in-person semester long coursed prepared students to teach common core mathematics to students in grades kindergarten through eight including early access to algebra. It included practical teaching experience, ensuring the personal math conceptual fluency of each educator, and demonstrating expertise on the Praxis math exam for educators. Math 1420: Logic, Problems, and Geometry for Math Teachers This in-person semester long course prepared teacher candidates to teach common core mathematics to students in grades kindergarten through eighth including advanced ideas of logic, problem solving, and geometry using a constructivist lens.

Learners will need either a pencil and scratch paper, a marker and whiteboard, or similar digital application in order to work out problems.

In addition to the Outschool classroom, this class uses:

2 hours 15 minutes per week in class, and maybe some time outside of class.

Students will need to use Nearpod. They will need to click a link and enter their first name or initial. No other identifying information will be collected.

The scope and sequence of this course is based on the open source Illustrative Mathematics curriculum and has been adapted for 2e, neurodiverse, and home-based learners. Illustrated Mathematics is licensed under a creative commons attribution license: https://creativecommons.org/licenses/by/4.0/ Pedagological Resources: Gravemeijer, K. (2020). A socio-constructivist elaboration of realistic mathematics education. In National reflections on the Netherlands didactics of mathematics (pp. 217-233). Springer, Cham. Vintere, A. (2018). A constructivist approach to the teaching of mathematics to boost competences needed for sustainable development. Rural Sustainability Research, 39(334), 1-7. Briscoe, L., & Van Kesteren, J. (2018). THE ART OF MATH. Gazette-Ontario Association for Mathematics, 57(2), 21-24.

## Teacher

Malikai BassEducation as Unique as Your Learner

🇺🇸

Lives in the
United States239 total reviews

160 completed classes

#### About Me

I am an autistic adult with a masters degree in museum and museum evaluation focusing on applying science to museums and museums as a place of informal learning for neurodiverse learners. In my undergraduate education, I studied elementary...