Numeracy across the Curriculum October 2005 Kickoff Kathleen Carpenter, facilitator.

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Numeracy across the Curriculum October 2005 Kickoff Kathleen Carpenter, facilitator

Transcript of Numeracy across the Curriculum October 2005 Kickoff Kathleen Carpenter, facilitator.

Page 1: Numeracy across the Curriculum October 2005 Kickoff Kathleen Carpenter, facilitator.

Numeracy across the Curriculum

October 2005 Kickoff

Kathleen Carpenter, facilitator

Page 2: Numeracy across the Curriculum October 2005 Kickoff Kathleen Carpenter, facilitator.

Why should I care about numeracy?

Lack of student sensemaking in math Need for high-level consumer reasoning

skills Math teachers cannot do it alone

Page 3: Numeracy across the Curriculum October 2005 Kickoff Kathleen Carpenter, facilitator.

A Problem-solving Approach to Studying Numeracy Numeracy is not well-defined Numeracy means different things in

different places School v. life problem-solving

Page 4: Numeracy across the Curriculum October 2005 Kickoff Kathleen Carpenter, facilitator.

Five Articles Dealing with Numeracy

Create 10 groups. Study assigned article and summarize. Create groups of five, with each member

having read a different article. Present summaries.

Page 5: Numeracy across the Curriculum October 2005 Kickoff Kathleen Carpenter, facilitator.

Numeracy Concept Map

Refer to page 14 of handout. Based on discussion and study so far,

create a concept map for numeracy. Present on chart paper.

Page 6: Numeracy across the Curriculum October 2005 Kickoff Kathleen Carpenter, facilitator.

Data Collection—Numeracy Surveys

Refer to pages 4-6 of handout for numeracy surveys.

Who should take each survey?Teacher Survey—all teachersLeader Survey—school leadership teamStudent Survey—several classes of students

with follow up interviews

Page 7: Numeracy across the Curriculum October 2005 Kickoff Kathleen Carpenter, facilitator.

Data Collection—Course Placement and Performance Refer to pages 7-9 of handout. Other data to track

AP EnrollmentMath-intensive C/T program enrollmentPostsecondary remediation rates

Page 8: Numeracy across the Curriculum October 2005 Kickoff Kathleen Carpenter, facilitator.

Data Collection—Current Best Practices Refer to pages 10-13 of handout. Which best practices are currently taking

place? Which best practices could be goals for

our school? Remember, there are best practices going

on in every school. . .sometimes you have to look for them!

Page 9: Numeracy across the Curriculum October 2005 Kickoff Kathleen Carpenter, facilitator.

My School’s Current Status and Definition of Numeracy Refer to page 3 of handout. As a group, complete the chart. Volunteers share one set of responses

with another team.

Page 10: Numeracy across the Curriculum October 2005 Kickoff Kathleen Carpenter, facilitator.

Definition of Numeracy

Refer to page 15 of handout for working definition.

As a group, create your school’s definition of numeracy.Consult articlesConsult concept mapRefer to best practices

Page 11: Numeracy across the Curriculum October 2005 Kickoff Kathleen Carpenter, facilitator.

What is the best estimate of 2.62 x 196? 3 x 200 2 x 100 2.5 x 200 3 x 150

Page 12: Numeracy across the Curriculum October 2005 Kickoff Kathleen Carpenter, facilitator.

What is high-quality instruction?

Study article. What are the implications for my school?

Math classesNon-math classes

Page 13: Numeracy across the Curriculum October 2005 Kickoff Kathleen Carpenter, facilitator.

What is the area of the rectangle below? (rectangle with one side labeled 8 and

another side labeled 3) Eighth-graders correct = 83%

Page 14: Numeracy across the Curriculum October 2005 Kickoff Kathleen Carpenter, facilitator.

What is the area of the rectangle below? (rectangle with two sides labeled 8 and the

other two sides labeled 3) Eighth-graders correct = 37%

Page 15: Numeracy across the Curriculum October 2005 Kickoff Kathleen Carpenter, facilitator.

Introduction to Problem-solving

Study the defn of “question,” “problem” and “exercise.”

Use OGT prep bookFind an exercise.Find a problem.

What are appropriate uses of the OGT prep book?

Page 16: Numeracy across the Curriculum October 2005 Kickoff Kathleen Carpenter, facilitator.

Transforming Math Problems

Read article. What are implications for my school?

Math classesNon-math classes

Page 17: Numeracy across the Curriculum October 2005 Kickoff Kathleen Carpenter, facilitator.

Traditional: We are investing $1,000.00 at 5% for 5 years

compounded semi-annually. How much money would you make?

Revised: We are investing $1,000.00 for 5 years

a) 5% compounded semi-annuallyb) 4.9% compounded quarterlyc) 4.75% compounded continuously

Which would you choose if you were doing the investing?

Explain.

Page 18: Numeracy across the Curriculum October 2005 Kickoff Kathleen Carpenter, facilitator.

Traditional: A certain machine produces 300 nails per

minute. At this rate, how long will it take the machine to produce enough nails to fill 5 boxes of nails if each box will contain 250 nails?

Revised: Determine the time for filling 5 boxes of nails

containing 250 each, given the rate at which nails are produced. Describe the procedure you would use to determine this time.

Page 19: Numeracy across the Curriculum October 2005 Kickoff Kathleen Carpenter, facilitator.

Traditional: What is the probability of drawing a blue

marble from a bag containing 3 green, 5, yellow, 6 blue and 10 yellow marbles?

Revised: How many blue marbles would you need

to add to the original bag of marbles to make the probability of drawing a blue marble 0.5?

Page 20: Numeracy across the Curriculum October 2005 Kickoff Kathleen Carpenter, facilitator.

Traditional: Find the circumference and area of a circle

with a diameter of 15 feet.

Revised: You are VERY hungry. Given a choice

between a 12” round pizza or a 12” square pizza that would cost the same, which would you choose? Defend your choice.

Page 21: Numeracy across the Curriculum October 2005 Kickoff Kathleen Carpenter, facilitator.

Creating a Differentiated Math Classroom Read article. What are the implications for my school?

Math classesNon-math classes

Page 22: Numeracy across the Curriculum October 2005 Kickoff Kathleen Carpenter, facilitator.

Team Planning

Role of the Numeracy Leader (p. 16) Getting Started (p. 17) SMART Objectives, Action Plans (pp. 18-20)

SpecificMeasurableAction-orientedRealisticTime parameters included

Page 23: Numeracy across the Curriculum October 2005 Kickoff Kathleen Carpenter, facilitator.

Sample Numeracy Objectives

Increase problem solving. Add one extended response item to every

end-of-unit exam. Meet as a vertical team of math teachers

each month.

Page 24: Numeracy across the Curriculum October 2005 Kickoff Kathleen Carpenter, facilitator.

Homework/Next Steps

Recommended Readings and Web Resources (pp. 21-25)

Page 26 Implement action planStudy one of the listed articles