{"id":182,"date":"2017-06-17T17:26:33","date_gmt":"2017-06-17T21:26:33","guid":{"rendered":"http:\/\/sites.miamioh.edu\/edt222-2017\/?p=182"},"modified":"2018-05-24T22:13:29","modified_gmt":"2018-05-25T02:13:29","slug":"knurek-mtv-strategies","status":"publish","type":"post","link":"https:\/\/sites.miamioh.edu\/edt222-2017\/2017\/06\/knurek-mtv-strategies\/","title":{"rendered":"Knurek &#8211; MTV Strategies"},"content":{"rendered":"<p><strong>Lesson #1: Real Numbers &#8211;\u00a0<\/strong><strong>Chalk Talk<\/strong><\/p>\n<p><strong>Overview: <\/strong><\/p>\n<p>\u2018Real Numbers\u2019 is the first topic that we cover in Pre-Algebra. Students explore the real number system and discover the difference between rational and irrational numbers. From there, students further categorize rational numbers into integers, whole numbers, and natural numbers.<\/p>\n<p>In order for students to build a deep understanding of the characteristics of rational numbers and irrational numbers, students must first understand what a \u2018real number\u2019 actually is. The purpose of this lesson is to explore students\u2019 prior knowledge and interpretation of numbers.<\/p>\n<p><strong>Objectives:<\/strong><\/p>\n<ul>\n<li>Students will be able to give the definition of a \u201cReal Number\u201d.<\/li>\n<li>Students will be able to categorize real numbers as Rational or Irrational.<\/li>\n<\/ul>\n<p><strong>Standards:<\/strong><\/p>\n<ul>\n<li><u>NS.1<\/u>: Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number.<\/li>\n<\/ul>\n<p><strong>\u00a0<\/strong><strong>Materials:<\/strong><\/p>\n<ul>\n<li>Teacher:\n<ul>\n<li>Whiteboard\/Markers<\/li>\n<\/ul>\n<\/li>\n<li>Students:\n<ul>\n<li>Pencil\/Paper<\/li>\n<li>Laptop (for homework)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>Lesson Outline:<\/strong><\/p>\n<ol>\n<li><u>Introduction<\/u>: To start the lesson off, the teacher will write \u201cWhat is a number?\u201d on the whiteboard at the front of the room. This will be the first of two questions students will explore during the lesson.<\/li>\n<\/ol>\n<ol start=\"2\">\n<li><u>Explain Activity<\/u>: The teacher will then explain the process of a \u2018chalk talk\u2019. The teacher will tell students that they may freely come up to the board and write their thoughts\/ideas, but they may not talk. They will be reminded that the point of a \u2018chalk talk\u2019 is to make learning visible. Students can write down questions and ideas, draw pictures, write numbers, etc. Nothing is off limits!<\/li>\n<\/ol>\n<ol start=\"3\">\n<li><u>Facilitate Chalk Talk #1<\/u>: Allow students a good amount of time to put their thoughts\/ideas on the board. Walk around and make sure that students are participating without talking. As the teacher, feel free to write something on the board that may prompt a different thought or idea! Encourage students who are not participating by placing a marker on their desk. Ask students to elaborate on what they have already put on the board.<\/li>\n<\/ol>\n<ol start=\"4\">\n<li><u>Discussion #1<\/u>: Ask students to go back to their seats. Allow students to have some time to just look at the board as a whole. They can now talk to one another. Have them discuss any observations that they make. Have them jot down one or two ideas\/thoughts that stood out to them. Come back as a class and discuss the question, \u201cWhat is a number?\u201d Allow all students to participate in the conversation.<\/li>\n<\/ol>\n<ol start=\"5\">\n<li><u>Facilitate Chalk Talk #2<\/u>: Erase the first \u2018chalk talk\u2019 and write a new question on the board: \u201cHow can we categorize numbers?\u201d Facilitate this second \u2018chalk talk\u2019 the same way as the first.<\/li>\n<\/ol>\n<ol start=\"6\">\n<li><u>Discussion #2<\/u>: Facilitate a class discussion in the same manner as before around the question, \u201cHow can we categorize numbers?\u201d Allow all students to participate in the conversation. This conversation should transition into the next step, \u2018making the connection\u2019.<\/li>\n<\/ol>\n<ol start=\"7\">\n<li><u>Making the Connection<\/u>: To end the lesson, introduce students to the terms \u2018Rational\u2019 and \u2018Irrational\u2019. Ask students to make connections between the way they were categorizing numbers and how these two terms now categorize numbers. This will also be a teacher-facilitated discussion. Make sure students leave with the correct definitions of these two types of real numbers.<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<p><strong>Assessment:<\/strong><\/p>\n<ul>\n<li><u>Homework<\/u>: Using a Prezi (prezi.com), students are to create some kind of graphic representation of \u2018real numbers\u2019. Students may categorize numbers in different ways, but must show examples of both irrational and rational numbers. Students will share their Prezi with the class. The teacher will use these assignments to facilitate a discussion in the near future.\n<ul>\n<li>Students will be given the following graphic organizer the next day:<img loading=\"lazy\" decoding=\"async\" class=\"alignnone  wp-image-185\" src=\"http:\/\/sites.miamioh.edu\/edt222-2017\/files\/2017\/06\/Screen-Shot-2017-06-17-at-4.27.09-PM-300x208.png\" alt=\"\" width=\"397\" height=\"275\" srcset=\"https:\/\/sites.miamioh.edu\/edt222-2017\/files\/2017\/06\/Screen-Shot-2017-06-17-at-4.27.09-PM-300x208.png 300w, https:\/\/sites.miamioh.edu\/edt222-2017\/files\/2017\/06\/Screen-Shot-2017-06-17-at-4.27.09-PM-768x531.png 768w, https:\/\/sites.miamioh.edu\/edt222-2017\/files\/2017\/06\/Screen-Shot-2017-06-17-at-4.27.09-PM.png 931w\" sizes=\"auto, (max-width: 397px) 100vw, 397px\" \/><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>Social Media:<\/strong><\/p>\n<ul>\n<li><u><a href=\"https:\/\/www.youtube.com\/watch?v=cLP7INqs3JM&amp;t=295s\">https:\/\/www.youtube.com\/watch?v=cLP7INqs3JM&amp;t=295s<\/a><\/u><\/li>\n<li><u><a href=\"https:\/\/www.youtube.com\/watch?v=pYViAeeGdws&amp;t=17s\">https:\/\/www.youtube.com\/watch?v=pYViAeeGdws&amp;t=17s<\/a><\/u><\/li>\n<li><u><a href=\"https:\/\/twitter.com\/EU_Precious\/status\/865707111346581505\">https:\/\/twitter.com\/EU_Precious\/status\/865707111346581505<\/a><\/u><\/li>\n<\/ul>\n<p>______________________________________________________________<\/p>\n<p><strong>Lesson #2: Scatter Plots &#8211; Micro Lab Protocol (Revised)<\/strong><\/p>\n<p><strong>Overview: <\/strong><\/p>\n<p>\u2018Statistics\u2019 is the last topic that we cover in Pre-Algebra. Students observe scatter plots and discuss relationships and patterns in data. Students are introduced to \u2018lines of best fit\u2019. In high school, students continue analyzing scatter plots and start the discussion of \u2018correlation\u2019.<\/p>\n<p>This lesson just focuses on the patterns that students see in scatter plots. Students struggle with making meaning of these patterns in the context of problems. The Micro Lab Protocol is used in this lesson to get students used to interpreting data in front of their peers. The collaboration aspect of this lesson will allow students to engage in deep discussion on patterns in data.<\/p>\n<p><strong>Objectives:<\/strong><\/p>\n<ul>\n<li>Students will be able to interpret a scatter plot.<\/li>\n<li>Students will be able to use context to make meaning of data represented in a scatter plot.<\/li>\n<\/ul>\n<p><strong>\u00a0<\/strong><strong>Standards:<\/strong><\/p>\n<ul>\n<li><u>SP.1<\/u>: 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.<\/li>\n<\/ul>\n<p><strong>\u00a0<\/strong><strong>Materials:<\/strong><\/p>\n<ul>\n<li>Teacher:\n<ul>\n<li>Scatter plots printed for groups<\/li>\n<\/ul>\n<\/li>\n<li>Students:\n<ul>\n<li>Pencil\/Paper<\/li>\n<li>Notebook (for notes)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>Lesson Outline:<\/strong><\/p>\n<ol>\n<li><u>Introduction<\/u>: Put students in groups of 3 or 4. Pass out 3-4 different scatter plots that all look different in their correlation\/pattern. Each student gets one scatter plot.<\/li>\n<\/ol>\n<ul>\n<li>Examples:<\/li>\n<\/ul>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-186\" src=\"http:\/\/sites.miamioh.edu\/edt222-2017\/files\/2017\/06\/Screen-Shot-2017-06-17-at-4.44.31-PM-300x178.png\" alt=\"\" width=\"300\" height=\"178\" srcset=\"https:\/\/sites.miamioh.edu\/edt222-2017\/files\/2017\/06\/Screen-Shot-2017-06-17-at-4.44.31-PM-300x178.png 300w, https:\/\/sites.miamioh.edu\/edt222-2017\/files\/2017\/06\/Screen-Shot-2017-06-17-at-4.44.31-PM.png 481w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/> <img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-187\" src=\"http:\/\/sites.miamioh.edu\/edt222-2017\/files\/2017\/06\/Screen-Shot-2017-06-17-at-4.45.20-PM-300x241.png\" alt=\"\" width=\"300\" height=\"241\" srcset=\"https:\/\/sites.miamioh.edu\/edt222-2017\/files\/2017\/06\/Screen-Shot-2017-06-17-at-4.45.20-PM-300x241.png 300w, https:\/\/sites.miamioh.edu\/edt222-2017\/files\/2017\/06\/Screen-Shot-2017-06-17-at-4.45.20-PM.png 616w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/p>\n<ol start=\"2\">\n<li><u>Explain Activity<\/u>: Tell students that they will be given time to interpret the scatter plot, and tell their peers what they think the scatter plot is representing. Walk students through the entire process of the \u201cMicro Lab\u201d.<\/li>\n<\/ol>\n<ol start=\"3\">\n<li><u>Sharing<\/u>: Tell the first student in each group to start their interpretation of their scatter plot to the group. Remind the other students to be silent when their peer is presenting.<\/li>\n<\/ol>\n<ol start=\"4\">\n<li><u>Call for silence<\/u>: After the first student speaks, tell students to allow 20 seconds of \u2018quiet time\u2019. Tell students that this time should be used to take in and analyze what their peer just said. After they have spent some quiet time, students should write down notes on what their group member just said. This will be turned in to the teacher at the end of class.<\/li>\n<\/ol>\n<ol start=\"5\">\n<li><u>Do rounds 2 and 3<\/u>: Repeat with the other students in the groups.<\/li>\n<\/ol>\n<ol start=\"6\">\n<li><u>Commence Discussion<\/u>: Tell students that they may have 5 minutes to discuss (as a full group) what everyone said collectively. Encourage students to connect their ideas with one another. What were some similarities? What were some differences?<\/li>\n<\/ol>\n<ol start=\"7\">\n<li><u>Share the thinking<\/u>: As a whole class, we will discuss the \u2018thinking\u2019 process that students were observing. Make sure that the conversation is centered around the interpretation and analysis processes that were taking place.<\/li>\n<\/ol>\n<ol start=\"8\">\n<li><u>Reveal<\/u>: After the class discussion, reveal the context behind each scatter plot. Show the labels for the x- and y-axis for each graph. Give students the rest of class to discuss the similarities\/differences between their own interpretations and the actual context.<\/li>\n<\/ol>\n<p><strong>Assessment:<\/strong><\/p>\n<ul>\n<li><u>Notes<\/u>: Students should keep written notes of what each student said. These notes will be turned in to the teacher for a grade. The teacher should encourage students to listen first, and to take notes after the student in done talking (and after the \u2018quiet time\u2019). This will allow the teacher to visibly see the reflection process.<\/li>\n<\/ul>\n<p><strong>Social Media:<\/strong><\/p>\n<ul>\n<li><u><a href=\"https:\/\/www.youtube.com\/watch?v=PE_BpXTyKCE\">https:\/\/www.youtube.com\/watch?v=PE_BpXTyKCE<\/a><\/u><\/li>\n<li><u><a href=\"https:\/\/medium.com\/@EvanSinar\/use-animation-to-supercharge-data-visualization-cd905a882ad4\">https:\/\/medium.com\/@EvanSinar\/use-animation-to-supercharge-data-visualization-cd905a882ad4<\/a><\/u><u>\u00a0<\/u><\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Lesson #1: Real Numbers &#8211;\u00a0Chalk Talk Overview: \u2018Real Numbers\u2019 is the first topic that we cover in Pre-Algebra. Students explore the real number system and discover the difference between rational and irrational numbers. From there, students further categorize rational numbers &hellip; <a href=\"https:\/\/sites.miamioh.edu\/edt222-2017\/2017\/06\/knurek-mtv-strategies\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":2104,"featured_media":183,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_bbp_topic_count":0,"_bbp_reply_count":0,"_bbp_total_topic_count":0,"_bbp_total_reply_count":0,"_bbp_voice_count":0,"_bbp_anonymous_reply_count":0,"_bbp_topic_count_hidden":0,"_bbp_reply_count_hidden":0,"_bbp_forum_subforum_count":0,"footnotes":""},"categories":[6],"tags":[27,25,28,24,26],"class_list":["post-182","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-mtv","tag-chalk-talk","tag-irrational","tag-micro-lab-protocol","tag-rational","tag-scatter-plots"],"_links":{"self":[{"href":"https:\/\/sites.miamioh.edu\/edt222-2017\/wp-json\/wp\/v2\/posts\/182","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.miamioh.edu\/edt222-2017\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sites.miamioh.edu\/edt222-2017\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sites.miamioh.edu\/edt222-2017\/wp-json\/wp\/v2\/users\/2104"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.miamioh.edu\/edt222-2017\/wp-json\/wp\/v2\/comments?post=182"}],"version-history":[{"count":2,"href":"https:\/\/sites.miamioh.edu\/edt222-2017\/wp-json\/wp\/v2\/posts\/182\/revisions"}],"predecessor-version":[{"id":188,"href":"https:\/\/sites.miamioh.edu\/edt222-2017\/wp-json\/wp\/v2\/posts\/182\/revisions\/188"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/sites.miamioh.edu\/edt222-2017\/wp-json\/wp\/v2\/media\/183"}],"wp:attachment":[{"href":"https:\/\/sites.miamioh.edu\/edt222-2017\/wp-json\/wp\/v2\/media?parent=182"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.miamioh.edu\/edt222-2017\/wp-json\/wp\/v2\/categories?post=182"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.miamioh.edu\/edt222-2017\/wp-json\/wp\/v2\/tags?post=182"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}