1. Module 3 PARTNERS for Mathematics Learning Grade 7 Partners

2. Fiesta Fundraiser  How many people do you think are going2
Fiesta Fundraiser
 How many people do you think are going
to want hot salsa? Medium salsa? Mild
salsa?
 How will you decide the number of peppers
and tomatoes needed?
Partners
for Mathematics Learning

3. Problem-Based Learning3
Three-Part Format for
Problem-Based Learning
 Before
 Get students mentally prepared
 Be sure the task is understood
 Establish expectations
 During
 Let go
 Provide hints
 Listen actively
 Encourage testing of ideas
Partners
for Mathematics Learning

4. Fiesta Fundraiser  How many servings of each type4
Fiesta Fundraiser
 How many servings of each type
of salsa did you make? What strategies did
you use to determine the number of
servings needed for each type of salsa?
 How many peppers and tomatoes did you
need for hot salsa? Medium salsa? Mild
salsa? How did you determine your
numbers?
Partners
for Mathematics Learning

5. Fiesta Fundraiser  Teacher thoughts as students share5
Fiesta Fundraiser
 Teacher thoughts as students share
 Does the student use correct ratios and/or
proportional relationships?
 Can the student describe and justify their process to
solve the problem?
 Does the student correctly find the percentages of
tomatoes and peppers in each recipe?
 Does the student check for reasonableness in their
number of tomatoes and peppers?
 What questions would you ask students
directly?
Partners
for Mathematics Learning

6. Fiesta Fundraiser  What types of ratios were6
Fiesta Fundraiser
 What types of ratios were
used to solve this problem?
 How would you help students transition
from understanding and using ratios to
understanding and using proportions?
Partners
for Mathematics Learning

7. Fiesta Fundraiser  Give examples to show how the process7
Fiesta Fundraiser
 Give examples to show how the process
standards were used during this activity?
 Problem-Solving
 Reasoning and Proof
 Communication
 Connections
 Representations
 Which Big Idea is the
focus of this activity?
Partners
for Mathematics Learning

8. Look Alike Rectangles  With a partner, group the rectangles8
Look Alike Rectangles
 With a partner, group the rectangles
into three groups of three look-alikes
 There will be one extra rectangle, the
oddball
 Compare your results within your group
 Discuss how you determined your three
sets
Adapted from Teaching Student Centered Mathematics
Grades 5-8, Van de Walle and Lovin
Partners
for Mathematics Learning

9. Look Alike Rectangles  Measure and record the side lengths9
Look Alike Rectangles
 Measure and record the side lengths
of each rectangle to the nearest half
centimeter
 Find the ratio of the side lengths for
each rectangle
 Discuss the results with your partner
Partners
for Mathematics Learning

10. Look Alike Rectangles  What do you notice about the10
Look Alike Rectangles
 What do you notice about the
relationship between the width and the
length in each set of rectangles?
 What determines if two rectangles are
similar?
 How does this activity help students
develop an understanding of similarity?
Partners
for Mathematics Learning

11. Extended Look Alikes  Draw a first quadrant on the piece of11
Extended Look Alikes
 Draw a first quadrant on the piece of
centimeter paper provided
 Stack your like rectangles on the
centimeter coordinate grid
 Place the width of each rectangle on the y -
axis and the length on the x -axis
 Align the common vertex of each rectangle at
the origin
Partners
for Mathematics Learning

12. Extended Look Alikes  Place a straightedge across the12
Extended Look Alikes
 Place a straightedge across the
diagonals starting at the common vertex
 What do you see?
 Discuss your findings with your group
Partners
for Mathematics Learning

13. Look Alike Rectangles  Why is it important for students to have13
Look Alike Rectangles
 Why is it important for students to have
hands-on experiences with similar figures?
 Which big idea was the focus of this
activity?
Partners
for Mathematics Learning

14. Monkey Mania  A video game company has asked you to14
Monkey Mania
 A video game company has asked you to
design a football field for monkeys
 The company has asked you to make the
dimensions similar to those used in the
National Football League
Partners
for Mathematics Learning

15. Monkey Mania Talk to your partner…15
Monkey Mania
Talk to your partner…
 What information do you think you might
need to do this task?
 What mathematics do you know that will
help you do the work?
 What questions do you have?
Partners
for Mathematics Learning

16. Monkey Mania  What is the average height16
Monkey Mania
 What is the average height
of an NFL football player?
 Is there more than one way to interpret
“average height”?
 How did you determine the average height
Partners
for Mathematics Learning

17. Monkey Mania  Determine the number of17
Monkey Mania
 Determine the number of
inches in “NFL land” equivalent to one
inch in “toy monkey land”
 How could you use this ratio to determine
the dimensions of the Monkey Mania
football field?
 Compare your dimensions to others in
your group. What do you notice?
Partners
for Mathematics Learning

18. Monkey Mania  What would you do to prepare18
Monkey Mania
 What would you do to prepare
students before this activity?
 What challenges would your students face
during this activity?
 How could you give clear directions and support
without telling students what to do step by step?
 After the activity, how will you provide all
students the opportunity to share their
solutions?
Partners
for Mathematics Learning

19. Reflection “It takes many varied physical experiences to19
Reflection
“It takes many varied physical experiences to
develop an understanding of what a
proportional relationship is…” (AIMS)
 What activities do you use in your
classroom to develop student learning
of proportional reasoning?
Partners
for Mathematics Learning

20. Renee Cunningham Kitty Rutherford Robin Barbour Mary H. Russell 20
DPI Mathematics Staff
Everly Broadway, Chief Consultant
Renee Cunningham Kitty Rutherford
Robin Barbour Mary H. Russell
Carmella Fair Johannah Maynor
Amy Smith
Partners for Mathematics Learning is a Mathematics-Science
Partnership Project funded by the NC Department of Public Instruction.
Permission is granted for the use of these materials in professional
development in North Carolina Partners school districts.
Partners
for Mathematics Learning

21. PML Dissemination Consultants21
PML Dissemination Consultants
Susan Allman
Julia Cazin
Ruafika Cobb
Anna Corbett
Gail Cotton
Jeanette Cox
Leanne Daughtry
Lisa Davis
Ryan Dougherty
Shakila Faqih
Patricia Essick
Donna Godley
Cara Gordon
Tery Gunter
Barbara Hardy
Kathy Harris
Julie Kolb
Renee Matney
Tina McSwain
Marilyn Michue
Amanda Northrup
Kayonna Pitchford
Ron Powell
Susan Riddle
Judith Rucker
Shana Runge
Yolanda Sawyer
Penny Shockley
Pat Sickles
Nancy Teague
Michelle Tucker
Kaneka Turner
Bob Vorbroker
Jan Wessell
Daniel Wicks
Carol Williams
Stacy Wozny
Partners
for Mathematics Learning

22. 2009 Writers Partners Staff Kathy Harris Rendy King Tery Gunter22
2009 Writers
Partners Staff
Kathy Harris
Rendy King
Tery Gunter
Judy Rucker
Penny Shockley
Nancy Teague
Jan Wessell
Stacy Wozny
Amanda Baucom
Julie Kolb
Freda Ballard, Webmaster
Anita Bowman, Outside Evaluator
Ana Floyd, Reviewer
Meghan Griffith, Administrative Assistant
Tim Hendrix, Co-PI and Higher Ed
Ben Klein , Higher Education
Katie Mawhinney, Co-PI and Higher Ed
Wendy Rich, Reviewer
Catherine Stein, Higher Education
Please give appropriate credit to the Partners
for Mathematics Learning project when using the
materials.
Jeane Joyner, Co-PI a nd Project Director
Partners
for Mathematics Learning

23. Module 3 PARTNERS for Mathematics Learning Grade 7 Partners