Problem Solving Lesson Plan: The Quandary Game | BrainPOP Educators
Preparation: This lesson plan is centered around the online game Quandary. In Quandary, players make difficult decisions that have no clear right or wrong answers, but important consequences – to themselves, to others in the colony, and to the planet Braxos. In their interactions with other settlers in the futuristic colony, players must consider facts, opinions and solutions, just as in real life. You can view the Quandary standards mapping page to see a complete list of skills and concepts addressed through the game. There are four episodes (scenarios) in Quandary. Each episode takes about 10-30 minutes to complete, depending on the speed of the player. On the Quandary Teacher's Page, you can view a 5 minute video showing how Quandary is being used in the classroom. To prepare for game play, print the opinion tracker page and make a class set of photocopies. Extension Activities:
Problem-Based Learning Frequently Asked Questions
If you think others need to see this, share it on one of the sites below by clicking on the button. When teachers begin to implement problem-based learning, several questions consistently come up and I have a slide to discuss them during my presentations. At the 2014 California Math Council (CMC) North conference in Asilomar, Michael Fenton mentioned that these questions would be worth sharing in a blog post. So, here are my frequently asked questions… How long does it take to do a problem-based lesson? Most problem-based lessons of the type that Dan, Andrew, Graham, and I do take about one to two 50-minute periods. How often do you do problem-based learning? The Common Core State Standards (CCSS) call for educators to pursue with “equal intensity” the three aspects of the Rigor shift: procedural skill and fluency, conceptual understanding, and application. – If you do two or more problem-based lessons per week you would be spending at least 2-4 days per week on these lessons.
CCSS Math - Resources for all State Standards
Building Bridges
This lesson assists teachers in building a bridge between their current instructional goals and new goals that emphasize an earlier introduction to algebraic thinking. In the activities which follow, we illustrate an approach to algebraic thinking that is based on an extension of problem-solving tasks typically investigated by elementary and middle school students. Problem Tasks Pose the following question to students. Note that the task is completed once the single solution has been determined. When a different question is posed, however, problems like the one above can be used as a bridge to further mathematical thinking. Read the following problem to your students. As you discuss this new problem with your students, ask them the following questions: How is this question similar to the original Hamburger Problem? The posing of a new question does not guarantee a change in students' thinking. Students may use algebraic symbols to respond to this new problem. Where Do You Go from Here?
Numberless Word Problems | Teaching to the Beat of a Different Drummer
Have you ever said or thought any of the following? “They just add all the numbers! It doesn’t matter what the problem says.”“They don’t stop to think! They just start computing as soon as they’re done reading the problem.”“They don’t even realize this is exactly the same type of situation as the problem we did yesterday!” Then you might be interested in trying out numberless word problems with your students. In essence, numberless word problems are designed to provide scaffolding that allows students the opportunity to develop a better understanding of the underlying structure of word problems. My Blog Posts I’ve written about numberless word problems at various points on my blog. Numberless Word Problems – This is the initial post I wrote about numberless word problems. Problem Banks Below are banks of problems organized around the CGI problem types. Addition and Subtraction Problem Types Multiplication and Division Problem Types Other Blog Post Collection Like this: Like Loading...
EX - Alabama Learning Exchange
common core resources /mathematical content standards /standards by grade /8th grade /
Problems of the Month: Non-routine problems designed to be used schoolwide to promote a problem-solving theme. Each problem is divided into five levels of difficulty, Level A (primary) through Level E (high school). The problems are aligned to the Common Core standards. Learn more here. Performance assessment tasks: Grade-level formative performance assessment tasks with accompanying scoring rubrics and discussion of student work samples. Classroom videos: Videos of public lessons and number talks, most based on performance assessment tasks, that have been extensively field-tested in multiple settings and refined over time. Dana Center early mathematics tasks: A series of instructional tasks, aligned with the Common Core standards, that teachers can use to instruct grades pre-K through grade 2. Please note that not all types of resources are available at every grade.
Teaching is Problem Solving - Ideas for Teaching Mathematics
STatistics Education Web (STEW)
One of the goals of the American Statistical Association is to improve statistics education at all levels. Through the STatistics Education Web (STEW), the ASA is reaching out to K-12 mathematics and science teachers who teach statistics concepts in their classrooms. STEW is an online resource for peer-reviewed lesson plans for K-12 teachers. The web site is maintained by the ASA and accessible to K-12 teachers throughout the world. Statistics and probability concepts are included in K-12 curriculum standards, in particular the Common Core State Standards, and on state and national exams; however, few K-12 teachers have formal training or applied experience with statistical concepts. STEW lesson plans identify both the statistical concepts being developed and the age range appropriate for its use. Lesson Plans Grades K - 5 Grades 6 - 8 Grades 9 - 12
Atlas - Home
You are using an unsupported internet browser. Atlas may not function as designed. Please download one of these updated browsers: Don't show this againAtlas is phasing out support for your internet browser. We recommend downloading one of these updated browsers: <div class="browserAlertMsgContainer" id="javascriptDisabledContainer">Javascript is required to use Atlas. **Please read the following attachment addressing FAQs before using the MAISA CCSSI Mathematics Units ** The Michigan Association of Intermediate School Administrators (MAISA) represents the 57 Intermediate School Districts (ISDs) in the State of Michigan. The Michigan School Code requires every local school district to establish a local core curriculum and an aligned instructional program. The MAISA CCRS unit development project included initial unit writing by experienced curriculum writers, piloting in classrooms, and reviews conducted by local and ISD staff across the state.
