US$80
weeklyor US$320 for 20 classes
무엇이 포함되어 있나요?
20개의 라이브 미팅
수업 16 시간 40 분 시간학습 평가
Learners will receive individual written progress updates.보고계신 지문은 자동 번역 되었습니다
수업 소개
영어 수준 - 알 수 없음
미국 7학년 - 9학년 학년
This is the first course in a year-long sequence which covers standards and ideas in Algebra 1 using a problem-focused curriculum where students will develop skills through activities, games, collaboration, discussion, and examples. 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, we will review and expand upon the previous foundation of statistics developed in k-8 mathematics including the difference between statistical and non-statistical questions, numerical and categorical data, representing and interpreting data displays, calculating summary statistics using technology, interpreting values in context, standard deviation, outliers, and measures of variability and centers. Students will pose and answer their own statistical questions by designing experiments or surveys, collecting data, and analyzing it. They will share this information using data displays. Week 1: - Readiness Check which allows instructor to identify areas of potential acceleration or needs for extra support for individual learners and the whole group. - Numerical and Categorical Data - Statistical and Non-Statistical Questions - Review of Data Displays: Histograms, Box Plots, Dot Plots. - Representing and Interpreting Data using Displays - Describing Distributions: Symmetric, Skewed, Uniform, Bimodal, Bell-Shaped Week 2: - Review of Mean, Median, Mead Absolute Deviation, and IQR - Introduction to Spreadsheet Functions, Shortcuts, and Terminology - Using Technology to Create Data Displays - Defining "statistic" and statistics as a field of study Week 3: - Mid-Unit Assessment - The Effect of Extremes on Shape and Center - Variability of Data - Comparing and Contrasting Data Sets - Standard Deviation Week 4 - Continue Standard Deviation - Outliers - Comparing Data Sets (Part 2) - Analyzing Data - Modeling Project - Final Assessment
학습 목표
HSS-ID.A
Summarize, represent, and interpret data on a single count or measurement variable
HSS-ID.A.1
Represent data with plots on the real number line (dot plots, histograms, and box plots).
HSS-ID.A.2
Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.
HSS-ID.A.3
Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).
강의 계획서
커리큘럼
Teacher-Created 커리큘럼 기반표준
Common Core State Standards (CCSS)에 맞춰짐5 유닛
20 레슨
4 주 이상단위 1: Getting to Know Data
레슨1:
Readiness Assessment
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 분 온라인 라이브 레슨
레슨2:
Data About You
We will understand statistical questions and the types of data they generate by creating and completing a classroom survey to get to know each other better.
50 분 온라인 라이브 레슨
레슨3:
Data Representations
We will review different data representations we learned in middle school such as histograms, dot plots, and box plots and review the key statistics that go with each so we can choose appropriate tools for problem solving.
50 분 온라인 라이브 레슨
레슨4:
A Gallery of Data
We will represent and interpret data displays thinking about the shape of distributions and measures of center and spread. We will use technology to create data displays.
50 분 온라인 라이브 레슨
그 외 세부 사항
학습 요구
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
학부모 가이드
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.
사전 요구 사항
Learners should have completed a pre-algebra curriculum.
수업 자료
Learners will need a way to write/draw to solve problems. This class is best taken using a computer and mouse, but learners might benefit from having a secondary touch screen device in order to be able to screen share math work.
Outschool 외 필요 앱/웹사이트
이 수업에서는 아웃스쿨 교실 외에도 다음의 툴을 사용합니다:
출처
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.
선생님을 만나보세요
교사 전문성 및 자격증
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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