Binderbk FrntInsert 6-8PMathematics TEKS Refinement 2006 – 6-8 Tarleton State University
Transparency 1 What Are the Changes 6-8? 1-5
Based on your number assignment, you will study the following strand.
#1 Number and quantitative reasoning* #2 Operations* #3 Patterns, relations and algebraic
thinking #4 Geometry and spatial reasoning #5 Measurement #6 Probability and Statistics
*Strand has been split
Mathematics TEKS Refinement 2006 – 6-8 Tarleton State University
Transparency 2 What Are the Changes 6-8? 1-6
Study your assigned strand. Identify the changes within the strand by grade level.
On chart paper develop a vertical articulation for the TEKS that have been modified in the assigned strand. (K- Algebra 1) Trace each concept back to where it was first introduced. Be sure to note when a concept should be mastered. Use Handout #1 as a recording sheet.
If a concept has been deleted, is it no longer a part of the TEKS, or has it been moved to another grade level or strand?
If a concept has been added to your strand, is it really new or has it been moved from another grade level or strand?
Mathematics TEKS Refinement 2006 – 6-8 Tarleton State University
Transparency 3 What Are the Changes 6-8? 1-8
Record “most significant” changes for your grade level (5 content strands) on chart paper.
Post
Transparency 1 Placemat Activity 3-3
Individually brainstorm
lessons that adequately address the Student
Expectations.
Transparency 2 Placemat Activity 3-4
On chart paper, list 3 – 5 major clusters that your
group identified. With each cluster, list the challenges.
Mathematics TEKS Refinement 2006 – 6-8 Tarleton State University
Transparency 3 Placemat Activity 3-5
Place a star next to the ONE challenge which resonates
the most with your thinking.
Place circles next to three (3) others which closely
reflect your group results.
Transparency 1 What’s the Difference? 3-10
What’s the Difference?
Suppose you toss a pair of number cubes and compute the difference between the two numbers on top. What are the possible answers?
Mathematics TEKS Refinement 2006 – 6-8 Tarleton State University
Transparency 2 What’s the Difference? 3-11
Remove One
Place your 15 chips anywhere on the number line. You may remove a chip if it is located on the number that represents the resulting difference when the number cubes are tossed. The winner is the first person to remove all the chips from his or her number line.
Mathematics TEKS Refinement 2006 – 6-8 Tarleton State University
Transparency 3 What’s the Difference? 3-12
What’s the Difference? Group Data
0 1 2 3 4 5 Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
Group 7
Group 8
Group 9
Group 10
Transparency 4 What’s the Difference? 3-13
What’s the Difference?
1. What patterns do you notice in the sample space
for this situation? 2. What was the experimental probability of tossing a
difference of 1 when we played Remove One? 3. According to your sample space, what is the
theoretical probability of tossing a difference of 1? 4. Compare the experimental probability and
theoretical probability of getting each possible difference.
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What’s the Difference? Sample Space
(1,1) (1,2) (1,3) (1,4) (1,5) (1,6) (2,1) (2,2) (2,3) (2,4) (2,5) (2,6) (3,1) (3,2) (3,3) (3,4) (3,5) (3,6) (4,1) (4,2) (4,3) (4,4) (4,5) (4,6) (5,1) (5,2) (5,3) (5,4) (5,5) (5,6) (6,1) (6,2) (6,3) (6,4) (6,5) (6,6)
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Transparency 3 Let’s Talk Probability 3-28
Probability Vocabulary As a group, discuss the following probability terms, and brainstorm possible examples of each.
Simple experiment
Transparency 5 Let’s Talk Probability 3-34
Probability Experiment 1 Consider the experiment: roll a number cube/die. Find the theoretical probability of each of the following events. 1. Event A = roll a 3 P (A) = 2. Event B = roll a square number P (B) = 3. Event C = roll a number greater than 2 P (C) = How did you determine each probability?
What did you do that was the same, and what was different?
Mathematics TEKS Refinement 2006 – 6-8 Tarleton State University
Transparency 6 Let’s Talk Probability 3-35
Probability Experiment 2 Consider the experiment: roll a number cube/die. Find the theoretical probability of each of the following events. 1. Event D = roll is not a 3 P (D) = 2. Event E = roll is not a square number P (E) = 3. Event F = roll is not a number greater
than 2 P (F) = How did you determine each probability? Is roll a number less than 2 the same as event F? Why or why not?
Mathematics TEKS Refinement 2006 – 6-8 Tarleton State University
Transparency 7 Let’s Talk Probability 3-36
Group Assignment
In your groups, design a simple experiment and a composite experiment that will give simple events and compound events. Be prepared to share your experiments. Use the graphic organizer to record your work.
Mathematics TEKS Refinement 2006 – 6-8 Tarleton State University
Transparency 8/Handout 2 Let’s Talk Probability 3-37
Graphic Organizer
Transparency 1 What’s the Probability? 3-40
What’s the Probability?
of the people wear a
seat belt while driving. If two people are chosen at random, what is the probability that both of them wear a seat belt? What is the probability of only one
wearing a seat belt? What is the probability of at least one
wearing a seat belt?
Transparency 2 What’s the Probability? 3-41
Area Model – Seat Belt Problem
Mathematics TEKS Refinement 2006 – 6-8 Tarleton State University
Transparency 3 What’s the Probability? 3-42
Tree Diagram – Seat Belt Problem
TAB 1 - Refinement in the Mathematics TEKS
What Are the Changes 6-8
Transparency 1
Transparency 2
Transparency 3