Classroom Activities to Familiarize Students with the Math Portion of the CRT

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Classroom Activities to Familiarize Students with
the Math Portion of the CRT

• Beckie Frisbee, math teacher GFHS
• Kathje Dalton, high school math coach GFPS

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QUESTION?

• What do twizzlers, riddles, transformations,
  money, Dr. Seuss, and weather have in common with
  the CRT?

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TWIZZLER Pull-n-Peel Lab

• Montana Standards Meet
• Content Standard 1
• Problem Solving and Reasoning 1.1, 1.2,
  1.3, 1.4, 1.5
• Content Standard 2
• Numerical Operations
• 2.1

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TWIZZLER Pull-n-Peel Lab

• In your group, using your pull-n-peels,
  demonstrate each of the following terms. If two
  or more ideas are presented for a term discuss if
  they are all solutions to the question.
• ? Point ? Line
• ? Ray ? Line Segment
• ? Angle ? Triangle

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TWIZZLER Pull-n-Peel Lab

• Pick two of the six shapes to present to the
  class. Come up with a definition for this shape.
  Make sure that your definition would describe
  what your pull-n-peel looks like.

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TWIZZLER STUDENT COMMENTS

• A continuous segment that goes in two opposite
  directions.
• A point connected to a line that does not end.
• A line that starts at one point and only travels
  in one direction.
• Two rays that share a common vertex.
• Three closed angles that add up to 180.
• A three sided figure that connects at all points.
• A shape whose internal angles add up to 180.
• Starts at one point, ends at another.
• A certain location on a graph that defines
  coordinates.
• Where two lines meet.
• The start and end of something.
• An extremely long segment that is in theory not
  really a segment due to the fact that it endures
  continually so would it ever turn into a circle?

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CRT

• Looked at CRT and compared them to our current
  textbooks, materials, and assessments.
• Discovered many of our current textbooks are more
  problem based and not problem solving based.
• Results we found required
  us to re-think how we were presenting
  and assessing in our classroom.

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CRT

• Main focus for us was to implement problem
  solving in our classrooms and emphasize the
  concept of explaining or justifying what the
  student did or how the student solved a problem.

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MENUS

• Menus allow students the opportunity to discover
  math on their own.
• Each menu consists of a set of tasks that the
  student and their group must accomplish.
• It requires not only math computation, but
  justification of the end product.

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RATIO/FRACTION MENU

• Montana Standards Meet
• Content Standard 1
• Problem Solving and Reasoning
• 1.1, 1.2, 1.3, 1.4, 1.5
• Content Standard 2
• Numerical Operations
• 2.1
• Content Standard 3
• Algebraic Concepts
• 3.5

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RATIO/FRACTION MENU

• Description of Activity
• Look at Activity
• Student Work

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STUDENT LEAD ACTIVITIES

• Transformations Menu
• Money Menu
• Coordinate Geometry Menu
• Dr. Seuss Solving Equations Power Point
• Whateverville Weather Power Point
• Similarity Lab

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WHATEVERVILLE WEATHER
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WHATEVERVILLE WEATHER

• The residents of Whateverville need your help!
  Mayor Wallop, a scientist, has invented a weather
  machine. Now he's in control of the weather for
  the entire region and has subjected the residents
  of Whateverville to so many different
  temperatures that they don't know what season it
  is. One day it's snowing the next day it's over
  100 degrees! The plants are dying, and people are
  getting sick.

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WHATEVERVILLE WEATHER

• Mayor Wallop hears the complaints of the
  residents, and for the next 10 days he tries to
  adjust his temperatures to the average spring
  temperature in the region.

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WHATEVERVILLE WEATHER

• Arrange this data from least to greatest.
• 69, 48, 51, 53, 43, 65, 57, 101, 63, 55
• Construct a stem-and-leaf plot. (Dont forget the
  key!)

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WHATEVERVILLE WEATHER

• What is the median?
• What is the mode?
• What is the range?
• What is the mean?

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WHATEVERVILLE WEATHER

• Which temperature would you eliminate to make all
  the temperatures fit into spring?
• What is the new mean?
• What is the new mode?
• What is the new median?
• What is the new range?

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WHATEVERVILLE WEATHER

• Compare the old mean, median, mode, and range
  with the new mean, median, mode, and range.
• Did any of the stats stay the same?
• Which stat changed the most?
• Which stat changed the least?

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WHATEVERVILLE WEATHER

• The residents of Whateverville demand that Mayor
  Wallop use his weather machine to make a mean
  temperature of 80 for the next 5 days. What
  should his temperatures be each of those days in
  order to please them?

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WHATEVERVILLE WEATHER

• If the temperatures for 4 consecutive days were
  87, 82, 84, and 70, what would the
  temperature on the fifth day be to make an
  average of 80?

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OTHER THINGS

• Cornell Notes
• Multi-representations of Algebra
• White Boards
• Student Presentations
• Smart Board Animations
• Sorting the CRT released questions by strand.

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NEXT YEAR!?

• Changes we would make for next year.
• Do more modeling with the released questions and
  not provide the multiple choices until the class
  had investigated the question and justified their
  solution.
• Incorporate more student led activities where
  they discover and justify solutions.

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Thank you!!
Email address kathje_dalton_at_gfps.k12.mt.us rebecc
a_frisbee_at_gfps.k12.mt.us