The course is designed so the learners gradually take greater responsibility for their own learning. I find the workshop structure very supportive in attaining this goal. Consequently, the final Doing Math Workshop is little more than a basic set of instructions, followed by stripped down items from our text, and concluding with a self-evaluation. Check it out for yourself:

Doing Math Workshop (Final Exam)

TLW demonstrate his or her ability to model whit it means to do math.

Needs: 60 minutes, this workshop, and NCTM Process Standards (optional)

- You can begin by reviewing NCTM Process Standards for Problem Solving, Representations, and Reasoning & Proof. [schema activation]
- Next you need to read through the items provided and identify which will best support you in demonstrating what it means to do mathematics. [focus]
- You can work on one, two, or three items to showcase your ability to problem solve, use representations, and reason mathematically. [activity]
- Finally, you will need to go through your work and make explicit places where you are using the process standards. [reflection]

**Problem Set**

- 0.75 divided by 0.3
*x*/9 = 7/12- The Susa tablets from the vicinity of Babylon contain tables with relationships of the area of regular polygons to the square of the length of the side.
- The Type 9 pentagons discovered in February 1976 have four of the five sides congruent and angles measuring A, B, C, D, and E with the relationship 2E + B = 2D + C = 360. (The non-congruent side is between angles with measures D and E.)
- Compose two reflections over intersecting lines.
**In one form the Pythagorean Theorem states that if a right triangle has legs***a*and*b*and hypotenuse of length*c*, then squares may be constructed on the sides of the right triangle and*a*^{2}+*b*^{2}=*c*^{2}. What happens if … ?

**Self-evaluate your communication of your thinking using our 4 Cs + 1**

C | Self-evaluation and evidence |

Clear What you did | |

Complete How you did it | |

Coherent Why you did it | |

Consolidated How it relates | |

Connected Where it leads |

## No comments:

## Post a Comment