US$48
for 3 classes
夏季幻燈片：用預代數中學數學經營餐廳
由 3 位學習者完成
年齡 11-14
現場團體小班課程
平均評分：
5.0
評論數量：(335 評論)
熱門課程
即時視訊會議
每週3次，共 1 週
3-6 名學習者(每班)
50 分鐘
包含什麼
3 現場會議
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課堂經歷
英語程度 - 未知
美國 7 - 8 年級
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 design their own restaurant including a signature dish, layout, and budget to review middle school math skills like scale drawings, proportions, percentages, and simple equations as well as begin work with algebra skills and strategies like spreadsheets. Day 1: - Introduction to Spreadhseets - Creating a Singature Dish - Using proportions and conversions to discover cost Day 2: - Understanding costs of running a restaurant - Markup and Profit Day 3: - Creating a floor plan for a restaurant - using scale models - using proportions and percentages
學習目標
7.RP.A.3
Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and
commissions, fees, percent increase and decrease, percent error.
7.EE.B.4
Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
7.RP.A.2.a
Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.
7.NS.A.3
Solve real-world and mathematical problems involving the four operations with rational numbers.Computations with rational numbers extend the rules for manipulating fractions to complex fractions.
7.SP.B.4
Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book.
7.G.A.1
Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
7.G.B.4
Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.
7.G.B.6
Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
7.NS.A.2.d
Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats.教學大綱
課程
遵循 Teacher-Created 課程標準
與 Common Core State Standards (CCSS)對齊3 課程
超過 1 週課 1:
Planning Recipes
We will apply proportional reasoning to calculate nutritional values for servings of a recipe in relation to nutritional requirements for restaurants. We will also develop our spreadsheet skills to prepare for use in Algebra 1 and develop skills for modeling projects. 50 分鐘線上直播課
課 2:
Costs of Running a Restaurant
We will continue to expand our spreadsheet skills and develop formulas to ease repeated calculation as we figure out the cost of each recipe and also related supplies for running our restaurant. 50 分鐘線上直播課
課 3:
Restaurant Floor Plan
We will further develop our scale model skills and cement our understandings of geometry from middle school by developing floor plans for our restaurants based on industry best practices and norms. 50 分鐘線上直播課
其他詳情
學習需求
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
父母的引導和規範
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.
先決條件
Learners should have completed a foundational algebra or pre-algebra curriculum.
供應清單
Learners will need a pencil, straight edge, and paper. They may benefit from tracing paper or color pencils.
教學語言
英語
外部資源
除了 Outschool 教室外，本課程也使用：
來源
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.
認識老師
教師專業知識和證書
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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