含まれるもの
30 ライブミーティング
25 授業時間Homework
週1時間. Students will complete one mathematical modeling project in the last week of class.Assessment
Learners will receive individual written progress updates.この文章は自動翻訳されています
このクラスで学べること
英語レベル - B1
米国の学年 7 - 9
Intermediate レベル向け
This is the second course in a year-long sequence which covers standards and ideas in Algebra 1 intended for learners in middle school ready to begin Algebra 1 or high school learners who need additional support. These courses are taught in small-groups to provide individual instruction and social-learning opportunities aligned with a social constructionist or situated cognition view of learning. 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 and students will construct their own models or proofs of real-world scenarios in project based assignments. This process prepares students well who may seek advanced mathematics in high-school or beyond. In this unit students expand and deepen their understanding of expressions, equations, inequalities, and systems. They will reason about different ways to model and solve these types of problems and develop the ability to explain their process and satisfy constraints including rewriting and manipulating equations. Throughout the unit, students practice reasoning about situations and mathematical representations, interpreting expressions and numbers in context, and using mathematical tools to model quantities and relationships.
学習到達目標
HSA-CED.A
Create equations that describe numbers or relationships.
HSA-CED.A.1
Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.
HSA-CED.A.2
Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
HSA-CED.A.3
Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods.
HSA-CED.A.4
Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.
HSN-Q.A
Reason quantitatively and use units to solve problems.
HSN-Q.A.1
Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
HSN-Q.A.2
Define appropriate quantities for the purpose of descriptive modeling.
HSN-Q.A.3
Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
HSA-REI.A
Understand solving equations as a process of reasoning and explain the reasoning.
HSA-REI.A.1
Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.
HSA-REI.A.2
Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.
HSA-REI.B
Solve equations and inequalities in one variable.
HSA-REI.B.3
Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
HSA-SSE.A
Interpret the structure of expressions.
HSA-SSE.A.1
Interpret expressions that represent a quantity in terms of its context.
HSA-SSE.A.1.a
Interpret parts of an expression, such as terms, factors, and coefficients.
HSA-SSE.A.1.b
Interpret complicated expressions by viewing one or more of their parts as a single entity.
HSA-SSE.A.2
Use the structure of an expression to identify ways to rewrite it.
HSA-SSE.B
Write expressions in equivalent forms to solve problems.
HSA-SSE.B.3
Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.
HSA-REI.D
Represent and solve equations and inequalities graphically.
HSA-REI.D.10
Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).
HSA-REI.C
Solve systems of equations.
HSA-REI.C.5
Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.
HSA-REI.C.6
Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.
シラバス
6 ユニット
30 レッスン
6 週間以上ユニット 1: Writing and Modeling With Equations
レッスン 1:
Readiness Check
We will complete a quick readiness check to introduce unit topics and allow for increased individualization with catered support and enrichment activities throughout the unit
50 分のオンラインライブレッスン
レッスン 2:
How can we model a situation with math?
Students will identify constraints in the context of planning a party and model them with equations building modeling skills and preparing for the unit.
50 分のオンラインライブレッスン
レッスン 3:
How can we write equations to model relationships? Part 1
We will model simple relationships with equations including percentages, geometric relationships, spending, earning, and sales tax. We will start with known quantities and move towards unknown quantities and practice providing and interpreting verbal descriptions in connection to equations.
50 分のオンラインライブレッスン
レッスン 4:
How can we write equations to model relationships? Part 2
We will continue our work with an emphasis on generalizing relationships based on a table of values and identifying patterns.
50 分のオンラインライブレッスン
その他の情報
学習ニーズ
This class is designed by an AUDHD/Dysgraphic Educator
- slides and fonts designed to support dyslexia and visual processing
- ability to type and use virtual drawing tools
- communication aids including chat
- ND Affirming classroom
保護者へのお知らせ
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.
受講の前提条件
Learners should have completed a pre-algebra curriculum.
教師の専門知識と資格
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.
レビュー
ライブグループコース
¥100
毎週または¥540 30 クラス分週に5回、 6 週間
50 分
7 人がクラスを受けました
オンラインライブ授業
年齢: 12-15
クラス人数: 3 人-6 人