algebra in context math/science partnership. august 4, 2009algebra in context2 year 1 freshmen (n =...
TRANSCRIPT
Algebra in ContextMath/Science Partnership
August 4, 2009August 4, 2009 Algebra in ContextAlgebra in Context 2
Year 1 Freshmen (N = 100)
60% at 25%tile or lower on 8th test scores in either reading, writing, math, or science
31% reported free and reduced lunch– In high school, stigma of
poverty keep many eligible students from applying
August 4, 2009August 4, 2009 Algebra in ContextAlgebra in Context 3
Purpose Close achievement gap for
low SES students in passing Algebra I
Approximately 300 freshmen students over three years
Non-tracked mathematics program - freshmen take Algebra I (unless taken in middle school)
August 4, 2009August 4, 2009 Algebra in ContextAlgebra in Context 4
High Need Students
Based on pattern of referrals coming from the middle school, freshmen were– Coded as 1 (very at
risk), 2, or 3 (had
some trouble)– ~10% in "very at risk"
category
QuickTime™ and a decompressor
are needed to see this picture.
August 4, 2009August 4, 2009 Algebra in ContextAlgebra in Context 5
Program
Coordinated instruction among Algebra I, CTE/Design & Engineering, & Science
Project-Based Curriculum Computer Enhanced Classrooms
August 4, 2009August 4, 2009 Algebra in ContextAlgebra in Context 6
School of IDEAS Faculty Partners
Kay Graham, Principal, BS Earth & Biological Sciences, MEd Policy & Leadership
Marilyn Flick, MS Ed. Psych. IDEAS Teacher Leader, Consumer & Family Studies
Tricia Lytton, BS Engineering, MAT Mathematics
Pat Peterson, BS History; MAT Mathematics Education
Brian Kau, BS Mathematics, MS Interdisciplinary Studies: Math and Education
Cecily Clemmons, BS Biology, MS Science Education
Rebecca Huot, BS Botany & Chemistry, MAT Science Education
Don Kuehling, BA & MEd Industrial Education
John Piltz, Professional Contractor, Licensed Carpenter
August 4, 2009August 4, 2009 Algebra in ContextAlgebra in Context 7
OSU Faculty & Research Assistant Partners
Larry Flick, PI, Science Education
Rebekah Elliott, Co-PI, Mathematics Education
Barbara Edwards, Co-PI, Mathematics
Darlene Russ-Eft, Evaluator, College of Education
Jennifer Bachman, Researcher
Bryan Rebar, Researcher
Sara Meyers, Researcher
August 4, 2009August 4, 2009 Algebra in ContextAlgebra in Context 8
Overall Project GoalsKeeping an eye on the prize
What: Improving student performance in
algebra
How: Identify the critical features for integration
of algebraic reasoning across math, science, CTE,
and mathematics instruction
August 4, 2009August 4, 2009 Algebra in ContextAlgebra in Context 9
Goals Establishedat 1st Summer Institute
Community: Developing a way to talk about our teaching and student learning.
Content: Algebraic Reasoning - What does it look like, sound like, feel like? And what is it good for?
Curriculum: How algebraic reasoning is part of projects, assignments, and lessons.
August 4, 2009August 4, 2009 Algebra in ContextAlgebra in Context 10
Goals Established at 2nd Summer InstituteIdentify algebra-CTE teamsUnpack math standardsDevelop observation protocolAgree on common math languageIdentify scope and sequence for
Algebra term oneSummer team work on project plansDistrict agreement on math credit
August 4, 2009August 4, 2009 Algebra in ContextAlgebra in Context 11
Teachers collaborate to createmeaningful, cross-curricular projects for authentic audiences.
School is More Meaningful When it Reflects the Real World
Algebra in ContextExamples of Classroom
ObservationsAlgebra, Woods, Metals,
Fabric Design
August 4, 2009August 4, 2009 Algebra in ContextAlgebra in Context 13
Classroom Tools: Math Terminology in CTE Classes
August 4, 2009August 4, 2009 Algebra in ContextAlgebra in Context 14
Classroom Tools: Know - Need to Know
August 4, 2009August 4, 2009 Algebra in ContextAlgebra in Context 15
Common Content Across Courses Ratio & Proportion
Algebra - Slope & graphing equations
for Purchasing a CarWoods - Understanding measuringMetals - Gear ratios Fabric Design - Scaling a sports bag
pattern
August 4, 2009August 4, 2009 Algebra in ContextAlgebra in Context 16
Example from Algebra IPurchasing a Car
Use EXCEL or Graphing calculators to do scatter plots
Find a best fit line - state it in an equation
Find the correlation coefficient (r)
Cost
0
5000
10000
15000
20000
25000
30000
1970 1980 1990 2000 2010
Year
Cost
August 4, 2009August 4, 2009 Algebra in ContextAlgebra in Context 17
Example from Woods classTool for understanding a tape measure
Reading a scale is fundamental in CTE classes
Exercise in woods class complements math concepts
August 4, 2009August 4, 2009 Algebra in ContextAlgebra in Context 18
Exploration of RatiosLinear Actuator (think car jack)
Students explore number of cranks for linear extension
Stephanie discusses ratios
Claims she is “not good at math”
Demonstrates proportional thinking
August 4, 2009August 4, 2009 Algebra in ContextAlgebra in Context 19
Dialog from Metals classObserver What do the directions tell you
do? It doesn’t tell you to actually measure 20.5 turns, does it?
Stephanie (Reading from handout) ‘How far would the actuator go with 20.5 turns of the handle?’
Observer So how does it suggest you go about figuring that out?
Stephanie Using a ratio.
August 4, 2009August 4, 2009 Algebra in ContextAlgebra in Context 20
Dialog from Metals class
Observer So what’s your ratio? [long pause]… 60 turns equals…
Stephanie 2 inches.Observer But you want that number to be
some number to one, right? So how many turns would equal one inch?
Stephanie 30.
August 4, 2009August 4, 2009 Algebra in ContextAlgebra in Context 21
Dialog from Metals class
Observer But you want to know how many inches 20.5 turns equals.
Stephanie Yeah.Observer So can you set up a ratio to
figure that out?Stephanie Um, I’m not good at math.[Does she mean this literally?]
August 4, 2009August 4, 2009 Algebra in ContextAlgebra in Context 22
Dialog from Metals class
Observer So 20.5 turns equals how many inches
Stephanie So it’s under an inch.Observer Yeah, how do you know that?Stephanie Because 30 is a bigger number.[Stephanie thinks proportionally but does
not consider herself capable at mathematics.]
August 4, 2009August 4, 2009 Algebra in ContextAlgebra in Context 23
Example from Fabric DesignScaling a Sports Bag Pattern
(Left) Student copy; (Right) to be worked out
August 4, 2009August 4, 2009 Algebra in ContextAlgebra in Context 24
Observer field notes and student thinking
August 4, 2009August 4, 2009 Algebra in ContextAlgebra in Context 25
xx
STATUS: xUnlockedxx xx01 - NEHS Snack food - Entry document
North Eugene Students, At the beginning of the 2007 school year, new guidelines for foods available in schools went into effect. This policy was mandated by the Federal Government and developed individually for each school district in the United States. A group of teachers, parents, community members, and administrators developed the 4J Wellness Policy, setting specifice nutrition standards for all foods sold. North Eugene has seen the effects of the changes as soda in the vending machines has been replaced with water, high fat foods have been removed, and foods with no nutritional benefit are not being sold. Your job is to evaluate the snack foods available at the cafeteria snack bar and suggest changes. You must select ten foods available in the snack bar and determine whether each meets those nutritional guidelines. Report your results in a chart, or spreadsheet PowerPoint slide. Suggest two additional packaged snack foods that are available to purchase at stores but not available here. They must meet the nutritional guidelines and be items that would sell well at North. Take a survey among other North students to back your recommendation. In addition, you must suggest a new snack item to be sold in our snack bar that could be made by our kitchen staff. You must prepare the item, provide the recipe and instructions for making it, and assure that it meets the nutrition guidelines, creating its Nutrition Facts Label. Provide a sample to taste-test as part of your presentation. (Limitation: Our staff does no baking here.) Prepare a presentation, reporting your findings on the snacks currently available and with convincing arguments for why your three new items should be added. Cafeteria staff will be invited to evaluate your presentations. Sincerely, Chad Williams, Food Service Director
August 4, 2009August 4, 2009 Algebra in ContextAlgebra in Context 26
North Eugene School of IDE AS NEHS Snack Food Presentation Rubric
STUDENT: _____________________________
EVALUATOR: _____________ DATE: _______
CRIT ERIA UNSA TISFACTO RY
(Below Performance Standards) PROFICIENT
(Mini mal Criteria) ADV ANCED
(Demon stra tes Excep tional Per formance)
Healthy Snack Nutrition Standards
(Content) (50%)
There was no evidence of the awarene ss of the 4J Wellness Policy guidelin es. Report did not include analysis c hart of the NEHS snack bar products or had less than ten. Projec t did not include recommendation of two new packaged snac ks to add to the NEHS snack bar that meet the guidelines. No recipe for a new snack was presented. There was no nutrition label presented for that snack. Samples were not provided for the audience to taste.
Healthy snack guidelin es of the 4J Wellness Policy were evide nt. Report included comparison chart showing analysis of 10 snacks available in the NEHS snack bar. Two new prepared snac ks that meet the guideline were recommended. Presentation included a new snack reci pe and a nutrition label for it that indicated that it meets the healthy snack guideline. Sampl es of that product were available for the audience to tas te.
In ad dition to meet ing the PRROFICIENT criteriaÉ Report included additional information from the 4J Wellness
Policy. Graph of NEHS snacks was of ex ceptional quality, both in completeness and in media format. Recommended new snacks were highly qualified for the healthy snack guidelines and indicated a strong aware ness of the nutr ition standards.
0 - - - - - - - - - - - - 8 - - - - - - - - - - - - 14 20 - - - - - - - - - - - - 26- - - - - - - - - - - - 32 38- - - - - - - - - - - -44 - - - - - - - - - - - - 50
Work Ethic
(10%)
The student is frequently late to cla ss. The student frequently comes to cla ss without required materials (paper, pen, etc.) The student is frequently off task and disruptive. The student turns in less than roughly 80% of their work on time.
Example:
The student is sometimes late to cla ss. The studen t comes to class with required materials roughly 80% of the time. The student is usually foc used on their work but has a tende ncy to become off task and distract others. The student turns in roughly 80% of their w ork on time.
The student is never late to class. The student always comes to cl ass with required materials. The student is focused throughout class and do es not talk out of turn or distract from the learning of others. The student turns in all work on time.
0 - - - - - - - - - - - - 3- - - - - - - - - - - - 4 5 - - - - - - - - - - - -6 - - - - - - - - - - - - 7 8 - - - - - - - - - - - -9 - - - - - - - - - - - -10
Collaboration and Teamwork
(10%)
Group member seemed unable or unwilling to help others, made non -constructive criticisms to ward the project or other group members or was distracting to other members. Group member had attendance problems that significantly impeded progress on project.
Example:
Group member demonstrated willingness to help other group members when as ked, acti vely liste ned to the ideas of others, and helped create a p ositive work environment. Group member worked hard on the project most of the time. If absent, it was excused and did not significantly impede progress.
In addition to meeting the PROFICIENT c riteria É Group member actively checked with others to unders tand how
each member was progr essing and how he or she may be of help. The group member made up for work left undone by other group members, demonstrating willingness to spend significant time outs ide of class to complete the project.
0 - - - - - - - - - - - -3 - - - - - - - - - - - -4 5 - - - - - - - - - - - - 6 - - - - - - - - - - - - 7 8 - - - - - - - - - - - -9 - - - - - - - - - - - -10
Presentation
(30%)
The presenter is dres sed in unpro fessional or inappropriate attire. The presenter does not use props, visual aids, graphs, or el ectronic media or uses them in ways that detract from the presentation. The presenter does not look at the audien ce or reads directly from the PowerPoint. The Power Poi nt was inaccurate, incomplete, or had slides that detrac ted from the presentation. Time was too short.
The presenter is dres sed in profes sional attire. The presenter uses props, v isual aids, graphs and electronic media. The presenter spea ks directly at he audie nce and does not read from the PowerPoint. The PowerPoint slides have bulleted items, not paragraphs. Layout, fonts, and graphics u sed were easy to see. Slides did not detract from the content. Presentation takes the appropriate time.
In addition to meeting the PROFICIENT c riteriaÉ The props, visual aids, graphs, and electronic media were of
exceptional quality. The presenter sp eaks directly at the audience and h as the speech well in mind, presenting it as a dialog. PowerPoint was cr eative, had high quality charts and graphs, and amplified the mes sage.
0 - - - - - - - - - - - -2 - - - - - - - - - - - - 6 10 - - - - - - - - - - - - 14 - - - - - - - - - - - - 18 22 - - - - - - - - - - - -26 - - - - - - - - - - - - 30
COMM ENTS: New Technolo gy High School 2004-2005
Lovely Bunch of Coconuts
Jessica BurringtonBrittany Bailey
Breanna Lindbo
August 4, 2009August 4, 2009 Algebra in ContextAlgebra in Context 28
Wellness Policy
1. Each individual food item will need to have no more than:
2. 35% of its calories from fat 3. 35% of its weight from added sugars4. 350 mg of sodium per serving for bread,
sweets and salty snacks; 480 mg for nutrient-dense snacks- nuts, seeds, fruits, vegetables, dairy; 530 mg for pre-packaged entrees; 600 mg for freshly made daily entrees.
August 4, 2009August 4, 2009 Algebra in ContextAlgebra in Context 29
Teddy Grams: 130 calories per serving and 35 from fat . 35 is less than a third of 130 it is about 20%. 7 grams of sugar and 30 grams per serving is about 25%.
String Cheese: 70 calories per serving and 35 calories from fat. 35 is about 35% of 70. There is no grams of sugar therefore it obviously meets the guideline.
Two New Foods
August 4, 2009August 4, 2009 Algebra in ContextAlgebra in Context 30
Survey
1. Cheese String – 7 - 102. Kettle Chip – 8 - 103. Teddy Grams – 8 - 104. Arizona Tea – 9 - 105. Naked Drink – 4 - 10
August 4, 2009August 4, 2009 Algebra in ContextAlgebra in Context 31
Snack Foods at our schoolFoods Calories
per servingCalories from fat
% fat weight per serving
Weight of sugar
Mg of sodium Sodium guideline
Meets guideline
Fruit Snacks
70 5 1% 204g 11g 0mg 350 Yes
Oreos 100 20 3% 23g 9g 160mg 350 Yes
Chips Ahoy
170 72 12% 32g 9g 125mg 350 Yes
Lays 150 80 15% 28g 0g 180mg 350 No
Ruffles 160 90 16% 28g 0g 160mg 350 No
Lays sour cream
120 27 5% 28g 3g 210mg 350 No
Cheerio cereal bar
160 35 6% 37g (1 bar) 16g 150mg 350 Yes
Nutrigrain bar
140 27 5% 37g 13g 105mg 350 Yes
Pizza 483.93 154 26% 1 slice 0g 812.44mg 480 No
August 4, 2009August 4, 2009 Algebra in ContextAlgebra in Context 32
We recommend:
Lemon Poppy Seed Muffins 1 cup flour ½ cup sugar 1 tablespoon poppy seed 1 pinch salt ¼ teaspoon baking soda 1 teaspoon lemon peel 1 egg ½ teaspoon vanilla ½ cup nonfat lemon yogurt ¼ cup vegetable oil
August 4, 2009August 4, 2009 Algebra in ContextAlgebra in Context 33
Does it Meet?
Food Calories per serving
Calories from fat
% fat Weight per serving
Weight of sugar
% sugar Mg of sodium
Sodium guideline
Meets guideline
Lemon Poppy seed muffins
1450 570 40% 429g 109g 25% 460 350 No
The way we found the out was by dividing the calories from fat by the total calories.
If the answer was less than .35 then it meets, but ours was over that at .39.
August 4, 2009August 4, 2009 Algebra in ContextAlgebra in Context 34
Hello Marilyn, I wanted to let you know that I did receive the letters
from your students regarding A la Carte. Please let your students know that I am very appreciative of the research and hard work they have done. I will review each one of their statements with our assistant director and our on-site registered dietitian. In addition, I will check with our vendors to see if the snacks they requested are available. I will respond to you of my findings after spring break. Thank you again. Chad E. Williams
Director of Nutrition Services (541) 687-3250
August 4, 2009August 4, 2009 Algebra in ContextAlgebra in Context 35
External Evaluation Year One
Strengthened teacher sharing across courses.
Made progress on managing district requirements,
school philosophy, and student needs.
Established new classroom norms for freshman
class.
Established feedback loop with OSU partner
researchers/observers.