Unit 3 Day 1 The Golden Ratio - OAME Welcome：3单元1天黄金比例- OAME欢迎.docx

《Unit 3 Day 1 The Golden Ratio - OAME Welcome：3单元1天黄金比例- OAME欢迎.docx》由会员分享，可在线阅读，更多相关《Unit 3 Day 1 The Golden Ratio - OAME Welcome：3单元1天黄金比例- OAME欢迎.docx（61页珍藏版）》请在优知文库上搜索。

1、Unit3:Day:TheGoldenRatioMindsOn:5Action:50Consolidate:20Total=75minLealTlinaGoal:Calculate,interpretandapplymeasuresofcentraltendency.Materials 10-12TapeMeasures GraphingcalculatorsAssessmentOpportunitiesMindsOn.WhOIeClaSS今DiSCUSSion1.eadstudentsinabrainstormingsessiontodiscusswhatitmeanstobeaverage

2、.Whatdoesitmeantobeaboveorbelowaverage?WhOleClaSS-IntrOdUCtiOntoACtiVitVStudentscollectthemeasurementslistedinBLM3.1.1.Studentsmakeconnectionsbetweenterms,conceptsandprinciplesofcentraltendency.Themeancardcanbeheldbythestudentwhosevalueisclosesttothecalculatedmean.TheGoldenRatioisapproximately1.6180

3、3399.Discusswithstudentshowthisnumberrelatestotheresults.Action!WhOleClaSSTheGOIdenRatiOUsingBLM3.1.11studentscollectindividualdataandgenerateclassdataforthefourdifferentratios.Thestudentscalculatemeasurementsofcentraltendencyusingtechnology(TI-83,Fathom2,Excel)andrecordtheclassresultsinTable3.1.1a.

4、Thestudentsstopwhenthetablehasbeencompletedandwaitforfurtherinstructionsfromtheteacher.SmallGroupsDiscussion(Home)ArrangethestudentsinascendingorderofL1ratio.Distributemean,median,mode,minimum,Qi,Q3,andmaximumcardstotheappropriatestudents.Breakthestudentsintofourgroupsusingthequartiles:eachquartileg

5、roupisassignedoneofthefourratiosforanalysis.SmaIlGrOUPS-DiSCUSSiOn(EXPert)Usingnumberedheads,breakthehomegroupsintosmallerexpertgroups(includerepresentationfromeachhomegroup)andhavethestudentscompletetheexpertgroupquestion.ProcessEXPeCtationS/Communicating/ObSerVatiOn:Observegroupsastheyconnecttheir

6、resultstothemeasuresofcentraltendency.ListentodiscussionsandideaslookingforitemsthatstudentscansharewithothersduringtheConsolidateDebrief.ConsolidateDebriefWhOIeClaSS今DiSCUSSionDiscussresultsoftheexpertquestionwiththewholeclass,highlightingthedifferencesbetweenthemeasuresofcentraltendency.Includeade

7、scriptionofquartiles,standarddeviationandvariance.ExplorationApplicationHomeActivityorFurtherClassroomConsolidationWhichmeasurewouldyoupreferforyourgrade-mean,median,ormode?Why?Performthefollowingmeasurements,standingstraightup,withyourarmsatyoursidesandrelaxed:A. Yourheight,shoesoff!B. Topofyourhea

8、dtoyourfingertipsC. TopofyourheadtoyourelbowsD. TopofyourheadtotheinsidetopofyourarmsE. Yourelbowtoyourfingertips1. Nowcalculateyourindividualratios,correcttotwodecimalplaces:2. 1.1=A/B3. 1.2=B/C4. 1.3=C/D5. 1.4=C/ERecordyourL1,L2,L3,L4ratiosonthechalkboardundertheappropriatecolumn.Copytheclassdatas

9、etintothetablebelow.Table3.1.1a-StudentResultsL1L2L3L43.1.1: TheGoldenRatio(continued)Completethetablebelowforeachofthemeasures,correcttotwodecimalplaces.Table3.1.1b-MeasuresofCentralTendencyL1L2L3L4MeanMedianModeMinimumQiQ3MaximumVarianceStandardDeviationOnceyouhavecompletedthechart,waitforfurtheri

10、nstructionsfromyourteacher.HomeGroup:Withinyourassignedgroup,discussanswerstothefollowingquestions.1) Considerthedatasetforyourassignedratio(L1,L2,L3orL4).Whichmeasurement(mean,medianormode)ubestrepresents1thisdata?Why?2) WhichmeasurementuIeastrepresents*1thisdata?Why?ExpertGroup:Withinyourassignedg

11、roup,determinetheubestoveral,measureofcentraltendency.Med-anOP3.1.2: MeasuresofCentralTendencyCards(continued)MaX-mumUnit3:Day2:OnTargetMindsOn:5Action:50Consolidate:20Total=75minLealTlinaGoal:Calculate,interpretandapplystandarddeviationasameasureofcentraltendency.Materials Timer Graphingcalculators

12、 MaskingTape IntegerchipsorflatdiscsAssessmentOpportunitiesMindsOn.SmallGrOUPS今PaSSthePaPerStudentseachstartwithapaperandatitleofmean”,medianor4,modeingroupsofthree.Allow1minuteforstudentswritedownwhattheyknowabouttheterm,limitationsandexamples.After1minute,instructstudentstopasstheirpapertotheperso

13、nbesidethemandcontinueinthiswayforthreeturns.Afteractivityiscompleted,studentsengageinadiscussionregardingthelimitationsofmean,medianandmodeasmeasuresofcentraltendency.Thatis,theyprovideacentralvalue,butdonotindicatethespreadandconsistencyofthedata.Studentsmakeconnectionsbetweenconsistencyandstandar

14、ddeviation.Action!WhOleCIaSSHittinatheMark!UsingBLM3.2.1,studentscollectindividualscoresforthreetrialsofthegame.WhOIeClaSSDiSCUSSiOnWithreferencetoBLM3.2.2,leadstudentsinadiscussiononthedifferencebetweenprecisionandaccuracy.Commentontheconnectionbetweenprecisionandconsistencyandhowthesetermsrelateto

15、standarddeviation.ProcessExpectationsObservationChecklistObservegroupsastheydeveloptheirunderstandingofconsistencyasameasureofdispersion.Listentodiscussionsandideaslookingforconnectionstothenextactivity,BLM3.2.3.WhOIeClaSSAIlCharaedUp!Studentscompletethe.ProcessExpectationsZPerformanceTask/RubricAssess