Happy Birthday CRMC

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Happy Birthday CRMC
20 Years!
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Happy Birthday
20 Years!
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In mathematics there are VARIABLES and CONSTANTS
During CRMCs twenty year history there have been
many variables, but one constant.
Ruby A. Tucker
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R Responsible Whatever task was asked of Ruby,
I was ALWAYS sure it would be well done.U
Unassuming Ruby is a wonderful unassuming
personthere is not a pretentious bone in her
body! And she is always ready to give credit to
others.B Beautiful spirit It was a privilege to
get to know Ruby. She is a beautiful spirit and
is the first to see the beautiful spirit in
other, especially children.Y Young at heart.
Rubys energy keeps us young at heart Helen
P. Collins
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Whenever I think about my time at CRMC even
beyond the PRIME camps the one face I see every
time is that of Ruby Tucker- her smile, bright
eyes and eager-to-be-of-assistance-demeanor. The
thing about Ruby you never really had to ask
her to do anything by the time youd figure out
something needed doing, Ruby was always busy
getting it done! What a real jewel!Susan Pruet
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Ruby is CRMC's value-added resource. She has a
love and appreciation for the great lessons and
activities whose dusty pages might be passed over
for the glossy print. Ruby always cheered when I
dug out some of my favorite activities on
yellowed, faded pages or even purple ditto
sheets. She is a champion for the best
mathematics for every student. She has cheerfully
served as a mentor and coach. She has earned an
advanced degree in cutting and pasting and an
award for best supporting actress in the
Phillips/Tucker Road Show. Ruby's service to the
mathematics community proves that the best things
in life and at CRMC are free. Thanks, Ruby.
Kitty Fouche
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I was blessed to be able to work alongside Ruby
when I came to the Collaborative as the secondary
resource teacher. I learned so much from her
example then. I am especially blessed, as is
everyone associated with the Collaborative that
Ruby continues to be a shining example for all of
us. She is both a mentor and a friend! Kenneth
Jones
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Ruby A. Tucker PRIME Scholarship

• This scholarship, administered by the CSU
  Foundation, will provide financial assistance to
  help girls with financial need attend PRIME Camp.

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CRMC First Director

• Helen Purks Collins
• 1989-1995, 1998

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CRMCthe earliest days
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1989 The Ford Foundation

• 8,000 matching grant
• to create a local urban math collaborative

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1989 The Ford Foundation

• Existing Mathematics Collaboratives
• Cleveland
• Minneapolis-St. Paul
• San Francisco
• Philadelphia
• Los Angeles
• Pittsburgh
• New Orleans
• St. Louis
• Raleigh-Durham
• Memphis
• San Diego

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• We needed to
• write the grantthe original collaborative was
  for high school teachers
• enlist area school system support
• create a board of business and industry leaders
  and educators (the collaboration)
• raise 8,000

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• CADRE of TEACHERS
• Chattahoochee Council of Teachers of Mathematics,
  NCTM affiliate

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• Former Mayor Bill Feighner
• Hosted luncheon
• Helped develop the board
• Gene Demonet,Chairman of the Board
• Frank Brown
• Jim Ballengee
• John Boland
• Joyce Lee
• Glenn Vaughn
• Rolla Baumgartner
• Bob Bushong

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• Now what?

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Birds of a Feather
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• Ford Foundation
• 10,000
• NRM

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• C to Shining C
• Collaborative to Shining Collaborative
• 10,000 Travel Grant

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• PRIME
• Positive Reinforcement
• in Mathematics Education
• Kitt Lumley
• Ruby Tucker

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• Woodrow Wilson Foundation
• Pam Coffield
• Statistics and Data Analysis
• Geometry

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Mathematical Modeling
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• Multiple grants per year
• High School Teachers
• Middle School
• Elementary

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The Knight Foundation

• 30,000 for Prep PRIME
• Telephone call from Knight
• Think BIGGER
• 250,000
• Algebra for All

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• Provided leadership
• for initiatives
• for the state of Georgia
• Project 92
• SYNERGY

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CRMC
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Birds of a Feather
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• Improve math education for our students

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• Develop Teacher Leaders
• CRMC!

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CRMC Second Director

• Susan Pruet
• 1995-1997

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CRMC Events 1997-1999

• Great New Hires!
• Elementary Math/Science Camps
• MathFest
• CSU-Math Department/CRMC grant
• College Algebra through Mathematical Modeling
• CRMC moved to Center for Excellence in
  Math/Science Education (CEMSE)

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My Favorite Problem from Columbus
Fractions Food Andughh Dieting
Just in time for Thanksgiving!
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The Turkey Problem

• Susans diet allows her to eat ¼ pound of turkey
  breast. She ordered ¼ pound of turkey from the
  local deli.
• The sales person sliced 3 uniform slices, weighed
  the slices, and said, This is a third of a
  pound.
• So, how many of the 3 turkey slices could Susan
  eat and stay on her diet and get to eat as much
  as she is allowed?

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CRMC Third Director

• Ann Assad
• 1998-2004

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Connecting the Dots Seeing the Whole Picture

• Ann Assad
• Austin Peay State University
• Clarksville, Tennessee

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Emerging research and recently published
documents guided our work.
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National Council of Teachers of
MathematicsPrinciples and Standards for School
Mathematics (2000)

• Emphasis on the Process Standards
• Problem Solving
• Reasoning and Proof
• Communication
• Connections
• Representation

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• Integration of Six Guiding Principles across the
  Standards
• Equity high expectations and strong support for
  all students.
• Curriculum a coherent curriculum, well
  articulated across the grade levels.
• Teaching challenging students and supporting
  their learning.
• Learning actively building knowledge through
  experience and prior knowledge.
• Assessment providing useful information for
  both teacher and student.
• Technology influences the mathematics that is
  taught and enhances students learning.

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Education Development CenterK-12 Curriculum
Summaries (1998, 2005)

• Provides information about research-based
  curricula for elementary, middle grades, and high
  school.

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Education Development CenterChoosing a
Standards-Based Curriculum (2000)

• Provides guidance in reviewing standards-based
  curricula and for selecting and implementing
  curricula.

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Based on these documents, along with current
research, CRMC developed a vision of P-12
mathematics education that integrated curriculum,
teaching, and learning both horizontally (within
grade levels) and vertically (between grade
levels).
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The implementation of this vision was the
development of three integrated projects funded
by Improving Teacher Quality State Grants
(formerly Eisenhower).
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Teachers came together to share and learn.
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Students and teachers worked together in camps
and classrooms.
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We relentlessly solved problems (and still do).
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A Question What is the relationship between the
area of a great circle of a sphere and the
surface area of the sphere?
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Data Collected by Students
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Data Collected by Students
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Area of a circle Ac pr2Surface area of a
sphereAs 4 pr2 AsAc 4
Compare our results to the formulas for area.
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Some problems to think about.
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What is the minimum number of angle measures you
need to have in order to know the measures of all
the angles in the triangles represented here?
From Fostering Geometric Thinking A Guide for
Teachers Grades 5-10 by Mark Driscoll
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Find four points in a plane that can serve as the
vertices for two different but congruent
quadrilaterals. ? ? ? ?
From Fostering Geometric Thinking A Guide for
Teachers Grades 5-10 by Mark Driscoll
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CRMC Fourth Director

• Kitty Fouche
• 2004-2005

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• Wrap a string around the blob. Then use the
  string to form a rectangle. Find the area of the
  rectangle. This area will be the same as the area
  of the blob?

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• I would say this was a very creative way to come
  up with the solution to this problem. I would
  commend him for his intelligent and creative
  thinking.

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• I would say he has definitely understood the
  concept of area.

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• I would tell him that his answer was very
  brilliant and would congratulate him.

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• I would say the student was rather ingenious to
  have thought of the method to find area. It shows
  hes thinking ahead and knows what he is doing. I
  would praise him on his work.

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• First I would comment that he/she has done a good
  job, and that this way is a possibility. However,
  there is a simpler way. Simply do what she/he has
  done to start but a rectangle may be difficult to
  form. Simply form the string into a square or a
  triangle or even better simply measure the piece
  of string on a ruler and the measurement will
  give you the area.

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• A very good start Karen! You are on the right
  track. Isnt that blob shaped more like a circle?
  (Karen agrees and proceeds to find the area of
  the circle.

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• Mouse and Elephant Measuring Growth
• Middle Grades Project
• by
• Fitzgerald, Phillips, Lappan, Winter, and Shrover

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• Spaghetti and Meatballs for All
• by
• Marilyn Burns

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NCTM Illuminations LessonApple Pi
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A very good start Karen! You are on the right
track. Isnt that blob shaped more like a circle?
(Karen agrees and proceeds to find the area of
the circle.
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Finding the Area of a Circle Use a Cake Pan and
Leave Out the PiArithmetic TeacherMay
1986byWalter Szetela Douglas T. Owens
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Method 1Counting squares
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Take mean ofUnderestimateandOverestimate
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Developing an Area Formula for a Circle with
"Goldilocks and the Three Bears"
Jerry A. AmeisMathematics Teaching in the
Middle SchoolNovember 2001, Volume 7, Issue 3,
Page 140
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Method 2Inscribed and circumscribed squares
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Take mean ofUnderestimateandOverestimate
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Method 3Octagonal (Egyptian) method
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Method 4Weighing method
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Method 5Random numbers
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Method 6Parallelogram
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Area of Rectangle L WL ½ the circumferenceL
½ (2 ? r)W rArea of Rectangle ½(2
?r)rArea of Circle ? r2
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Method 7Marble rectangle
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Understanding the area of a circle formula is as
easy as Pi.Lets get cooking.
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Title ??????

• Mary Lindquist

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CRMC Fifth Director

• Kenneth Jones
• 2005-20??

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Where are the answers?
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Do we answer the questions or question the
answers?
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How has CRMC survived for 20 years?

• Weve stood on the shoulders of giants
• Weve had the support of local school systems,
  CSU, local businesses, and the local community
• Weve been responsive to change
• Weve empowered teachers
• Weve questioned the answers rather than
  answering the questions

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Where do we go from here?

• We have to continue to
• Navigate the Trails of Change

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Navigating the Trails of Change
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A Mathematical Problem
From the NCTM Illuminations website. The complete
lesson is available by going to www.nctm.org,
going to the Illuminations section and searching
for maze.
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Implications

• Even small changes can make a big difference
• Big changes make and even bigger difference
• New paths are being added and old paths are being
  removed

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It is not the strongest of the species that
survive, nor the most intelligent, but the one
most responsive to change. - Charles Darwin
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Vision is perhaps our greatest strength.. it has
kept us alive to the power and continuity of
thought through the centuries it makes us peer
into the future and lends shape to the
unknown. - Li Ka Shing
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• We have to continue to
• Navigate the Trails of Change

To provide more, and better mathematics for ALL
students!
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• You know a dream is like a river, ever changing
  as it flows.And a dreamer's just a vessel that
  must follow where it goes.Trying to learn from
  what's behind you and never knowing what's in
  store makes each day a constant battle just to
  stay between the shores.

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• And I will sail my vessel 'til the river runs
  dry.Like a bird upon the wind, these waters are
  my sky.I'll never reach my destination if I
  never try,So I will sail my vessel 'til the
  river runs dry.

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• Too many times we stand aside and let the water
  slip away.To what we put off 'til tomorrow has
  now become today.So don't you sit upon the shore
  and say you're satisfied.Choose to chance the
  rapids and dare to dance the tides.
• Garth Brooks, song "The River" co-written with
  Victoria Shaw

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20 Years of Mathematics along the
Chattahoochee--Lets keep it going!