Numeracy across the Curriculum October 2005 Kickoff Kathleen Carpenter, facilitator.
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Transcript of Numeracy across the Curriculum October 2005 Kickoff Kathleen Carpenter, facilitator.
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
A Problem-solving Approach to Studying Numeracy Numeracy is not well-defined Numeracy means different things in
different places School v. life problem-solving
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.
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.
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
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
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!
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.
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
What is the best estimate of 2.62 x 196? 3 x 200 2 x 100 2.5 x 200 3 x 150
What is high-quality instruction?
Study article. What are the implications for my school?
Math classesNon-math classes
What is the area of the rectangle below? (rectangle with one side labeled 8 and
another side labeled 3) Eighth-graders correct = 83%
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%
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?
Transforming Math Problems
Read article. What are implications for my school?
Math classesNon-math classes
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.
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.
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?
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.
Creating a Differentiated Math Classroom Read article. What are the implications for my school?
Math classesNon-math classes
Team Planning
Role of the Numeracy Leader (p. 16) Getting Started (p. 17) SMART Objectives, Action Plans (pp. 18-20)
SpecificMeasurableAction-orientedRealisticTime parameters included
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.
Homework/Next Steps
Recommended Readings and Web Resources (pp. 21-25)
Page 26 Implement action planStudy one of the listed articles