Measurement – Chapter 4Thursday :Measurement – Chapter 4Thursday Almost there. . . 


Number 1 to 6 :Number 1 to 6 1. What is 48 divided by 6? 2. Estimate $1.37 times 4. 3. Sketch an area 1 inch square. 4. What number is 10 less than 22,345? 5. If you spend 5 minutes for 180 days on a cumulative review, how minutes is that? 6. How many hours is that?


Cumulative Review – Steve Leinwand Style :Cumulative Review – Steve Leinwand Style Include: A fact of the day An estimate of the day A measure of the day A place value problem of the day A word problem of the day Any other exercise that reinforces weaker, newer or problematic skills and concepts.


Today :Today Brain research – Yesterday’s Exit Cards Jigsaw readings Today’s Big Idea: How do you use two different kinds of attributes to describe one thing? Time to work on final project or ask questions Exit Card


What are the Memory Systems? :What are the Memory Systems? Incoming Information Temporary Memory Immediate Working Long- Term Storage


How does working memory decide to keep information? :Survival value Emotional experiences If these are absent, then our working memory connects with learner’s past experiences and asks two questions to determine if we save or reject information: Does this make sense? Does it have meaning? How does working memory decide to keep information?


How do you enhance memory? :New learning is more likely retained if the learner has adequate time to process and reprocess it. Rehearsal Does this make sense? Does this have meaning? How do you enhance memory?


Slide 8:Brain scans show that when new learning is readily comprehensible (sense) and can be connected to past experiences (meaning) there is substantially more cerebral activity followed by dramatically improved retention . (Maquire, Frith, & Morris 1999)


Types of Rehearsal :Rote Rehearsal Store information exactly as it’s entered into working memory Not a complex strategy, used to remember a poem, song, and steps in a procedure. Elaborative Rehearsal Need to associate new learning with prior learning to detect relationships. Probes the deeper meanings and interrelationships of concepts Types of Rehearsal


What can teachers do to increase connections to prior learning? :Ask “Why?” What can teachers do to increase connections to prior learning?


Caution! :If students don’t get time for elaborative rehearsal, they resort to rote rehearsal for nearly all processing. (Don’t make connections or discover relationships) Rehearsal contributes to long-term storage transfer, but doesn’t guarantee that transfer. There is almost no transfer to long-term memory without rehearsal. We cannot later recall what we have not stored. Caution!


Practice :Massed Distributed 6 weeks until connections are made in the brain, based on cell structure, Dr. Gary MacAllister Practice


Cognitive Closure :Today I learned: This connects/adds to what I know about: What I learned today can help me later when: Something I’m still unsure about is: Cognitive Closure


Slide 14:Exact calculations – activate language areas in the left frontal lobe where verbal representa-tions of numbers are processed Approximate calculations – the two parietal lobes that house number sense and support spatial reasoning


When should new learning be presented in a lesson? :When should new learning be presented in a lesson?


Today :Today Yesterday’s Exit Cards Jigsaw readings Form groups so there is one person representing a different article in each group (color coded) Select a time keeper First word/Last word protocol Person gets 2 minutes to share highlights of their article Each other person gets 30 seconds to respond to those comments Person gets another 30 seconds to make any final comments Five minutes per person be back here . . .


As a Pre-assessment. . . :As a Pre-assessment. . . In your packet – Best Buy Please do #1 and 2, and read over #3


Ratios and Rates :Ratios and Rates Similarities Differences


Slide 19:What are some attributes that we can measure with this can and ramp?


Types of Measures :Types of Measures Fundamental – attributes you can measure directly (length, mass, time) Derived – an algebraic combination of the fundamental units (speed is length per time, density is mass per unit of volume . . .) Need dimensional analysis for this What is the biggest tool while using dimensional analysis?


Rates :Rates Pair with person in “other” row Person in front, read and summarize on page 68, Rates as Measurement Person in back, read and summarize on page 69, Per-Unit- Quantity Thinking


Rates :Rates Rates as Measurement Fixed ratios between two attributes Examples are distance traveled to the amount of fuel used, price per pound, interest rate Rates as “Per – Unit – Quantity” Thinking Have to compare or describe quantities composed of two other quantities. So, holding one quantity constant helps (Does it matter which quantity is held constant?)


Activities in the book :Activities in the book Faster/Slower Just As Crowded Sink or Float


Tonight’s assignment :Tonight’s assignment Final Project Be ready to share with your final project with your grade level colleagues. Please turn in your paper at the end of the day.


Coming attractions :Coming attractions Online classes September – November ???? February – April ???? Weekend Classes November 7 & 8, Sub codes getting worked out Feb. 27 & 28 Capstone June 1,2,3


Exit Card – select two :Today I learned: This connects/adds to what I know about: What I learned today can help me later when: Something I’m unsure about or need more work on is: Exit Card – select two