# MET21 Professional Development Paine Intermediate May 2011.

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MET21 Professional Development Paine Intermediate May 2011

Objectives Experience math workshop and math congress through an investigative experience. Reflect on the experience as a learner and a teacher. Discuss next steps for MET21.

(Video segment telling Mark Twains story and how the frog jumping contest began.)

The California Frog Jumping Contest (Video showing the frog jumping contest)

Can you make a frog jump?

The sport is over 100 years old. Each May 2,000 frogs compete The world record was set by Rosie the Ribbeter in 1986; she jumped 21 feet 5¾ inches! The Frog Jump

Whenever a frog jumps in an event, if the frog takes more than one jump, all jumps are assumed to be equal in length and all steps are assumed to be equal in length. The Referees Frog Jumping Rules

MT MT is a bullfrog. He is world famous for his long jump. When he takes 4 jumps and 8 steps, it is the same as taking 52 steps. Use the referees rule to figure out: 1) How many steps are equal to 2 jumps and 4 steps made by MT, and 2) How many steps are equal to each jump made by MT? When finished, try to solve a different way.

WILF Solve with your partner. Show all work on your poster. Provide proof of your solution. If you finish early, try to solve the problem using a different strategy.

Math Congress

The Landscape Identify the strategies, models, and big ideas we have encountered at this point in the investigation.

Math Congress - Introduction (Video of Lisa Lothspeichs classroom during congress.

Coke Machine Investigation We informed the students that Coke is looking at putting a water bottle machine in the teachers lounge that will hold 156 water bottles. Since water bottles come 6 to a pack, the delivery man wanted to know how many packs he should put on the truck to fill the machine. He also needs to fill the Coke machine. It holds 156 bottles and he wants to fill it with 6 different flavored Coke products. How many of each flavor should he put on the truck?

Math Congress – Skip Counting & Doubling/Doubling (L. Lothspeichs classroom – Math Congress)

Math Congress – Emergence of Big Idea: Two Types of Division (Lothspeichs classroom – Math Congress)

Math Congress Reflection Find one word that describes the essence of math congress. Write it on your index card. Be able to explain why you chose the word.

Why are so many people afraid of math? (Who Wants to be a Millionnaire – Patricia Heaton answering a math question)

Freddy the Frog Freddy jumps 8 times. Every time he jumps, he travels the same distance. After 8 jumps, he has traveled 96 steps. How long are his jumps? Tommy the Toad It takes Tommy the same amount of time to get to 96, but he does it differently. Each of his jumps is equal to 8 of Freddys steps. How many jumps does Tommy make?

With your partner, determine all the possible points where Frogs and Toads jumps meet. Represent both frogs jumps on one diagram. Show how they are different and similar. Show all work and p rovide proof of your solution on your poster. WILF

Gallery Walk Review and comment on each others posters.

Math Congress

Mini-Lesson: Double Number Line

Cat Walk A dog takes three steps to walk the same distance for which a cat takes four steps. Suppose one step of the dog covers ½ foot. How many feet would the cat cover in taking 12 steps.

Freddy the Frog Freddy jumps 8 times. Every time he jumps, he travels the same distance. After 8 jumps, he has traveled 96 steps. How long are his jumps? Tommy the Toad It takes Tommy the same amount of time to get to 96, but he does it differently. Each of his jumps is equal to 8 of Freddys steps. How many jumps does Tommy make? Using the Double Number Line

Math Mini-Lessons Guided and more explicit than math workshop Designed to be used at the beginning of a math workshop Should be no longer than 15 minutes Provides students with experiences to develop efficient computation after they have made some discoveries. Can be used for invitational groups to differentiate instruction.

The Landscape Identify the strategies, models, and big ideas we have encountered at this point in the investigation.

Can we change our students dispositions toward math? (Video segment of Dan Myer – making math authentic)

They are preparing for a frog jumping contest. They have two jumping tracks: one is 28 feet long and the other is 42 feet long. Theyve decided to bring in benches from the storeroom and place them along both sides of each track, end to end, so they line the track lengths exactly. The benches in the store- room are 2 different lengths, 6 feet and 8 feet long The Benches WILF Working with a partner, determine how many 6 foot benches and 8 foot benches they should get to line both sides of the tracks. Try to find all the possible solutions. Show all your work on your poster.

The Fence The county wants to build a 52 foot by 66 foot fence around their arena using pre-made 6 foot and 8 foot fence sections. WILF: Develop a shopping list for them to buy enough fence sections for all 4 sides.

Math Congress

Mini-Lesson: Combination Chart (A tool for exploring the exchange of equivalent amounts)

The Landscape Identify the strategies, models, and big ideas we have encountered at this point in the investigation.

Catherine Fosnot Cathy Fosnot Video (Summary)

Sunny, Cal, and Legs competed in a jumping contest. Following the referees rules, determine who the winner is. When Sunny jumps 4 times and takes 11 steps forward, he lands in the same place as when he jumps 5 times and takes 4 steps forward. When Cal jumps 3 times and takes 6 steps forward, he lands in the same place as when he jumps 4 times and takes 2 steps backward. When Legs jumps 2 times and takes 13 steps forward, he lands in the same place as when he jumps 4 times and takes 5 steps backward.

MET21 – Summer Reading Young Mathematicians books by Fosnot 3 rd Grade Teachers: Multiplication & Division 4 th & 5 th Grade Teachers: Fractions, Decimals & Percents Participate in book discussion through blog. There will be one book study meeting

MET21 – Tentative Plan for Fall Summer- Ongoing Development of tools for gathering student data. Data will be collected throughout the year. SummerDevelopment of MET21 website. AugustProfessional Development: Establishing a community of learners. September- May Development of a library of Mini-Lessons to be housed on website. SeptemberFamily Math Night September- Ongoing System for co-teaching, observations, and protocol for reflection. SeptemberBegin MET21 Cohort.

Engagement Survey