MS 271 ED 571

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MS 271 / ED 571

• Syllabus
• Problem solving
• Questioning
• Vocabulary
• Fractions
• Journal
• Homework

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Website

• www.wyoming.k12.mi.us

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Required Textbooks Bits and Pieces II (CMP
Prentice Hall), About Teaching Mathematics A
K-8 Resource (Marilyn Burns, 2nd Ed., Math
Solutions Publications, 2000.), Thinking
Mathematically (Carpenter, Franke and Levi
Heinemann). MS 271/ED571 grading criteria is
listed below. Changes may be made at the
instructors discretion. Late assignments will
have 10 of the points deducted. Homework
Assignments There will be ten assignments each
worth 5 points. Article Reviews There will be
two required article reviews from pre-k through
8th grade journals. Forms will be provided.
Each article review will be worth 10
points. Literature Connection Students will be
required to find two childrens literature
selections (not clearly math related) and make a
mathematical connection. Each selection will
need to include a brief written description of
the literature piece, appropriate grade level and
an explanation of the mathematical connection.
Each will be worth 10 points. WebQuests You
will complete one webquest (10 points) and create
one webquest (40 points). Midterm Exam This
will be an in-class exam worth 100 points.
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• In-Class Journal Assignments There will be up
  to ten short, in-class reflective writing pieces.
  Grades will be based on completeness. The
  journals will each be worth 3 points.
• Field Experience This course includes a
  required field experience component. This
  involves administering an assessment and teaching
  a series of lessons to an individual student
  between pre-k and 8th grade. All students must
  spend at least 5 sessions with their student.
  There should be copies of all materials used with
  your student. See the additional description of
  this requirement. This activity will be worth 50
  points.
• Participation There will be 2 points per class
  period awarded for attendance and class
  participation (one bonus day ?).
• Game Students will be required to create one
  game for skill reinforcement worth 10 points.
• Seminar Activity All graduate students (ED 571
  ONLY) are required to research an area of
  selected mathematical education from a list of
  chosen topics (technology in the classroom, math
  anxiety, gender issues or gifted education as it
  relates to math). Based on this research
  graduate students will direct a portion of a
  class session (20-30 minutes) on their topic.
  This will count 50 points.
• Final Exam This will be an in-class exam worth
  150 points.

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Tentative Schedule August 22 Course
requirements, questioning kids, fraction
practice August 29 Fraction applications and
lesson planning hmwk 1 due September 5 No
class Labor Day September 12 Kids mistakes
lit. conn. 1 and hmwk 2 due September 19 BP
2 Activities hmwk 3 due September 26 Scale
factor and proportion article review 1 and hmwk
4 due October 3 Technology Activities lit.
conn. 2 and hmwk 5 due October 10 Mid Term
Exam webquests due October 17 No class mid
semester break October 24 BP 2 Activities
continued article review 2 October 31
Qualities and game day game due and hmwk 6
due November 7 Math Skills hmwk 7
due November 14 Curriculum field experience
and hmwk 8 due November 21 No class November
28 Math Anxiety, G/T, gender presentations
hmwk 9 due December 5 MEAP and other
assessments hmwk 10 due December 12 Final Exam
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Field Experience

• What you do
•         you must meet with your student for a
  minimum of five 45 minute sessions
•         you may work with any student between 5
  years old and 8th grade
•         you may choose any ability level student
•         you must work with a planned course of
  study (pick a topic and stick with it)
•         you need to make and administer an
  assessment prior to working with your student
  and after you have completed the sessions (it
  should be short and focused on the benchmarks
  you plan to address in your sessions)
•         tutoring needs to be in math
•         all instruction needs to me correlated
  with the Michigan Mathematics Curriculum
  Framework and Benchmarks (identify the
  benchmarks you are focusing on)

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• What you need to hand in
•  a paragraph written by your student about the
  tutoring experience
•  a log of dates, hours, activities and
  correlation to MCF Benchmarks for each session
•  a brief reflection on each session (a
  paragraph)
•  the assessment you administered to your student
•  a report on the field experience (what you
  learned, what surprised you, how much growth you
  saw in your student)

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The Mango Problem

• One night the king couldnt sleep, so he went
  down into the royal kitchen, where he found a
  bowl full of mangos. Being hungry, he took 1/6
  of the mangos.
• Later that same night, the queen was hungry and
  couldnt sleep. She too found the mangos and
  took 1/5 of what the king had left.
• Still later, the first princess awoke, went to
  the kitchen and ate ¼ of the remaining mangos.
• Even later, her brother, the first prince, ate
  1/3 of what was then left.
• Finally, the second princess at ½ of what was
  left, leaving only three mangos for the servants.
  
• HOW MANY MANGOS WERE ORIGINALLY IN THE BOWL?

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Questioning Kids About Math

• Characteristics of thought provoking questions
•        Requires more than yes/no answer
•        Causes the student to defend their
  solution
•        Extends the initial challenge
•        Gives you insight into their approach
•        Allows for another response
• Possible questions to ask students
•        How did you get that answer?
•        Why did you do that?
•        How do you know you are correct?
•        How else could you have solved the
  problem?

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Vocabulary
Word
Definition
Notes
Illustration
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• The bottom number in a fraction
• It tells how many are in the whole

Denominator
1/4 4 is the denominator
Denominator and Down both start with D
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Fraction Strips

• Name each fraction and try to find as many
  patterns as you can. What do you notice about
  the fractions?

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Benchmark Fractions

• Common fractions (nice numbers) used to estimate
  other fractions or compare sizes.
• Generally we use ½, 0 and 1 to estimate the value
  of fractions (over or under ½)
• Ex estimate the value of 9 3/8 14 7/9.

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Reflection Questions

• Find 6 fractions equivalent to 2/3 and explain
  how you found them.
• How can you decide whether a given fraction is
  closer to 0, ½ or 1?
• How can you compare any two fractions to decide
  which is larger?

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Fraction Operations

• When adding and subtracting you ALWAYS need a
  common denominator (the LCM of the denominators).
• When multiplying and dividing you do NOT need a
  common denominator.
• When multiplying fractions multiply the
  numerators and then the denominators.
• When dividing fractions invert the second
  fraction (find its reciprocal) and multiply.
• When multiplying and dividing fractions always
  change mixed numbers to improper fractions.

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Fraction Practice
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Fraction Models

• Areashow a problem where the area of an object
  determines the fraction
• Ex a pan of brownies where a section is missing,
  find the corresponding fractions
• Seta fraction that is determined by the amount
  of items
• Ex a bag with 10 pennies and you take out ½ of
  the pennies
• Lengtha problem that uses distance to determine
  the fraction represented
• Ex use fraction strips to find equivalent
  fractions

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Journal 1

• List the first three words that come to mind when
  I say math class
• List five things you would like to learn about in
  this class (or situations that worry you about
  your own classroom).
• Tell me something interesting about you.
• Ask any questions that you may have for me.
• Put your journal on the filing cabinet when you
  finish and have a great week!

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You Survived

• See you next week!