$48
for 3 classes
サマースライド: 関数、散布図、方程式を使用して天気をモデル化する
1 人が学習を完了しました
年齢 11 歳-14 歳
ライブグループクラス
平均評価:
5.0
レビュー数:(344 レビュー)
Popular
オンラインライブ授業
週に3回、 1 週間
3 人-6 人 1クラスあたりの学習者
45 分
含まれるもの
3 ライブミーティング
2 時間 15 分 授業時間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 - 不明
米国の学年 7 - 9
Intermediate レベル向け
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 the concept of functions, create scatter plots and equations to use as mathematical models, and practice using and interpreting the results of mathematical models. They will create their own model using one temperature and another predicted influence as well. Day 1: - Brainstorm factors that influence temperature - Review of Functions - Associations - Planning and Problem-Solving Day 2: - Review of Scatter Plots and Interpretation - Using a Data Table - Creating a Scatter Plot - Lines of Best Fit (Equations of Lines) Day 3: - Using a Mathematical Model - Interpreting an Equation as a Mathematical Model - Sharing Student Models
学習到達目標
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.シラバス
カリキュラム
Teacher-Created カリキュラムに準拠標準
Common Core State Standards (CCSS) に準拠3 レッスン
1 週間以上レッスン 1:
What Influences Temperature?
We will brainstorm about factors that influence weather and isolate one to decide if that relationship meets the definition of a function. 45 分のオンラインライブレッスン
レッスン 2:
Plotting the Weather
We will create a mathematical model to investigate the relationship between latitude and high temperatures on a scatterplot and approximate a line of best fit. 45 分のオンラインライブレッスン
レッスン 3:
Using and Interpreting a Mathematical Model
We will analyze our model and use it to make predictions and draw conclusions. We will dive into our linear model and interpret the features. 45 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/Dyspraxic 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.
受講に必要なもの
Learners will need either a pencil and scratch paper, a marker and whiteboard, or similar digital application in order to work out problems.
指導言語
英語
外部リソース
このクラスでは、Outschool内のクラスルームに加えて、以下を使用します。
使用する教材
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.
先生について
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.
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