th
6
Grade
MSP November 2015
Learning Targets
By the end of the session, we will be able to:
• Know how to deconstruct our focus
standard(s) to plan for instruction.
• Understand how to use scaffolding activities
and math tasks aligned to focus standard(s).
• Be able to integrate STEM to reinforce
understanding of focus standard(s).
Housekeeping
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Bathrooms
Lunch 11:00 -12:15
Future of MSP Trainings
Materials
Norms
Be an active participant.
Be mindful of air time.
Be mindful of sidebar conversations.
Use technology at appropriate times.
Agenda
• Vertical Alignment & Deconstruction
• MICA, MIST, OnTrac
• Scaffolding Instruction with Manipulatives
using Instructional Math Tasks
• MIST Practice Test Math Task (Instructional)
• Math and Science Integrated Activity leading
into a STEM Challenge
• Closing
MSP Wikispace
• http://msptennessee.wikispaces.com
Focus Standards
Math
6.RP.A.3 Use ratio and rate reasoning to solve real-world
and mathematical problems, e.g., by reasoning about
tables of equivalent ratios, tape diagrams, double number
line diagrams, or equations.
a. Make tables of equivalent ratios relating quantities with
whole-number measurements, finding missing values in the
tables, and plot the pairs of values on the coordinate plane. Use
tables to compare ratios.
b. Solve unit rate problems including those involving unit pricing and
constant speed.
c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a
quantity means 30/100 times the quantity.); solve problems involving
finding the whole, given a part and the percent.
d. Use ratio reasoning to convert measurement units; manipulate and
transform units appropriately when multiplying and dividing
quantities.
Science
•
•
SPI 0607.6.1 Use
data to draw
conclusions
about the major
components of
the universe.
SPI 0607.6.2
Explain how the
relative distance
of objects from
the earth affects
how they
appear.
Vertical Alignment
• Use the Vertical Progression Guide to
identify the vertical alignment of the focus
standards.
• Identify the implications across the grade
levels.
• Identify common student misconceptions.
• Each group will be given a part of the
standard to consider what students should
Know, Understand, and Be Able to Do.
Deconstruction/Collaboration
6.RP.A.3 Use ratio and rate reasoning to solve real-world and
mathematical problems, e.g., by reasoning about tables of
equivalent ratios, tape diagrams, double number line diagrams,
or equations.
• Identify key components.
• What will the students need to Know, Understand, and
Be Able to Do in order to master the standard?
• What are possible misconceptions?
MS Scaffolding Document
Standards for Mathematical Practice
Mathematically
Proficient
Students…
Reflection
Private Think Time:
Why is it important to
deconstruct standards?
Shoulder Partner: Share
MICA
• Computer Time!
– Log in to MICA and work through all the
6.RP.A.3 problems as a student would.
– Look at answers.
MICA
• Activity: Bowtie
–Vocabulary
–Pre-Requisite Knowledge
–Possible Misconceptions
MIST
• Navigating the MIST site
• Problems on Practice Tests
• Be the Change Agent!
Your Turn: Using OnTrac
• Item types
• Depth of questions
• Create a formative assessment!
Be ready to start back at 12:15!
Differences in Tasks
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INSTRUCTIONAL TASKS
Similar to discovery learning
or inquiry-based learning
Used to teach new
concepts/build on prior
knowledge
Must have multiple entry
points/solution paths
Involves students in math
practices
Uncovers students’
misconceptions
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ASSESSMENT TASKS
Often referred to PBA or
CRA
Used to assess what students
know
Should be objective with fewer
solution paths
Correct solutions will require
one or more math practices
Uncovers students’
misconceptions
Planning Process for
Instructional Task
•
•
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What are your mathematical goals for the lesson?
How do you think students will solve it?
What misconceptions do you think they will have?
What resources or tools does the student need?
How will the students record their work?
What questions will you ask to help the students
access prior knowledge and work through the
task?
Math Tasks
Illustrative Mathematics:
• Discuss possible solution paths.
– Could you solve using equivalent ratios? Tape
diagrams? Double number line diagrams?
Equations?
• Consider how you could use manipulatives to
promote conceptual understanding.
• Identify misconceptions – how will you address?
Practice Test 1: TASK
• Break apart the task.
• Discuss the rubric.
• How do we promote success?
Reflection
• How can using manipulatives help students
understand ratio concepts and
use ratio reasoning to solve
problems?
Challenge
Challenge: “In 2003, U.S. astronomer Mike Brown discovered a new object beyond Pluto.
Brown thought he had discovered a new planet because the object, which he named Eris
(EER-is), is larger than Pluto. The discovery of Eris caused other astronomers to talk
about what makes a planet a "planet." The International Astronomical Union is the group
of astronomers responsible for naming objects in space. The IAU decided that Pluto and
objects like it were not really planets at all because of their size and location in the solar
system. The IAU decided that Pluto and objects like it should now be called dwarf planets.
Astronomers continue to study the solar system. They use high-power, ground-based
telescopes to discover new objects in space. Ideas about the universe and Earth's place in it
keep changing as scientists get new information. This can cause scientists to rethink what
they know and how they classify objects. Scientists are still considering what makes an
object a planet as they learn more about the most distant objects in the solar system.”
Should Pluto be reclassified as a planet or an astronomical oddball? Make
a decision, explain your reasoning and provide at least 2 supporting
mathematical and/or scientific evidences. The best explanation will be
submitted to the International Astronomical Union for consideration.
Focus Standards
Math
6.RP.A.3 Use ratio and rate reasoning to solve real-world and
mathematical problems, e.g., by reasoning about tables of
equivalent ratios, tape diagrams, double number line
diagrams, or equations.
a. Make tables of equivalent ratios relating quantities with
whole-number measurements, finding missing values in the
tables, and plot the pairs of values on the coordinate plane.
Use tables to compare ratios.
b. Solve unit rate problems including those involving unit
pricing and constant speed.
c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a
quantity means 30/100 times the quantity.); solve problems
involving finding the whole, given a part and the percent.
d. Use ratio reasoning to convert measurement units;
manipulate and transform units appropriately when
multiplying and dividing quantities.
Science
•
•
SPI 0607.6.1 Use
data to draw
conclusions about
the major
components of
the universe.
SPI 0607.6.2
Explain how the
relative distance
of objects from
the earth affects
how they appear.
In Science Class
• Infer: How are planets classified?
• What are the characteristics of each planet?
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Distance from sun
Period Rotation
Period of revolution
Diameter
Temperature
Gravity
Composition
Analyzing Data and Planet
Classification
• Group planets by their characteristics.
• Determine which planets share similar characteristics.
• Create a classification system for the planets and
justify your grouping system.
• How could you extend your classification system to
other members of our solar system such as moons,
comets, asteroids, and meteoroids?
Set
• Set: How far away are the planets from the sun?
What is the size of planets in our solar system?
• View http://youtu.be/HEheh1BH34Q
Sun vs. Earth Size
Comparing the Sizes of
the Sun, Earth, Moon and Jupiter
The sun’s diameter is 1,392,000 km. If the sun’s
diameter of 1,392,000 km is represented by a 55 cm
or 22 inches poster board, determine the diameter of
the following bodies by finding the equivalent ratio:
• Moon is 3,475 km= _______________
• Earth is 12,756 km= ______________
• Jupiter is 142,984 km= ________________
Comparing Earth size to other
Universe Components
Earth as a
Frame of Reference
Earth Size as a Frame of Reference
Complete the following table by finding the missing data:
Rank the universal components from
smallest to largest using their equivalent
ratio to Earth.
-Which components are smaller than Earth?
-Which components are larger than Earth?
Meter Stick Distance Scale
Inches vs. Centimeters Review
1 meter = ?
Calculate the Distance from the Sun in
Astronomical Units
Steps for Meter Stick Scale:
1. Use the meter stick scale from 0 to 100 centimeters to
place the 8 planets and Pluto.
2. Place the sun at the 0 centimeters or beginning mark
of the meter stick.
3. Pluto is 39.75 AU from the sun. If we round this
distance to the nearest whole number, Pluto is 40 AU
from the sun. Place Pluto at the 100 centimeters mark
or end of the meter stick.
4. Create a distance scale for the reminder planets and
place them on the appropriate place.
Place the 8 Solar Systems Planets using their
equivalent ratio to their distance from the Sun
in Astronomical Units (AU)
SUN
PLUTO
10
20
30
40
50
60
70
80
90
100
How mathematical principles and
equivalent ratios help us understand
the size of the planets, their location
in the Solar System and their
distance from the sun?
Explain using 1-2 examples.
Reflection
• What is the purpose of applying math to
science content?
• How will you share this material with your
science teachers?
Three W’s
• What did I learn today and how do I plan to
share with others my learning of today?
• So What? (relevancy, importance, usefulness)
• Now What? (how does this fit into what
students are expected to do, does it affect our
thinking, can we predict where we are going)
http://www.mediacollege.com/downloa
ds/sound-effects/starwars/obiwan/obiwan_theforce.wav