Math_in_CTE[1]_FINAL

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Slide 1:

Utah Training 2010-11 Math-in-CTE

Core Principles of Math-in-CTE:

Core Principles of Math-in-CTE Develop and sustain a community of practice.

Core Principles of Math-in-CTE:

Core Principles of Math-in-CTE Begin with CTE curriculum, not with the math curriculum.

Core Principles of Math-in-CTE:

Core Principles of Math-in-CTE Address the math in CTE as an essential workplace skill.

Core Principles of Math-in-CTE:

Core Principles of Math-in-CTE Maximize the math in the CTE curriculum.

Core Principles of Math-in-CTE:

Core Principles of Math-in-CTE Support the CTE teachers as “teachers of math-in-CTE,” not as math teachers.

Slide 8:

Dave Gardner CTE Director for Washington County School District

Larry Stevenson UACTE President:

Larry Stevenson UACTE President

Slide 10:

Heidi Weight FACS Teacher at Timpanogos High in Alpine School District Mandy Richardson Math Teacher at Timpanogos High in Alpine School District “It has been a great process… talk about application! Now I have the tools to do it!” “CTE and Math can be friends!!”

7 Elements of a Math-Enhanced CTE Lesson:

7 Elements of a Math-Enhanced CTE Lesson 1. Introduce the CTE lesson. 2. Assess students’ math awareness as it relates to the CTE lesson. 3. Work through the math example embedded in the CTE lesson. 4. Work through related, contextual math-in-CTE examples. 5. Work through traditional math examples. 6. Students demonstrate their understanding. 7. Formal assessment.

Slide 12:

Mary Christensen FACS Teacher at Cedar High in Iron School District “In the CTE books we are taught one way to do the math, but math has taught the concept the traditional way so students can see the connection.” Joy Coates Math Teacher at Cedar High in Iron School District “It has been good to see new ways to apply the math I use and teach on a daily basis.”

Curriculum Mapping:

Curriculum Mapping CTE Concepts with Embedded Math Begin by looking at where math is already being taught in the CTE course. Lesson Calendar A lesson calendar that outlines when the concepts will be taught Lesson Plans Individual lessons (could be a 10 minutes or a full class period) to teach the math concept.

Marv 31 seconds:

Marv 31 seconds Marv Johnson Utah State Office of Education CTE Director

Shelli Barnum and Tracy Anderson:

Shelli Barnum and Tracy Anderson

The McDonald's Project:

The McDonald's Project

Slide 17:

“We use math a lot in foods… it would be hard to cook without it.” -Victoria “Seeing fractions in foods made it easier to understand them in math.” -Trevor “It’s easier to use math when cooking.” -Ashley “Foods has helped me with fractions because I do them more often now.” -Michelle “Understanding fractions really helps when I have to double a recipe!” -Shelsey “Cooking in this class definitely showed me the importance of being able to know the techniques of math. Proves a point that you use math even when you don’t expect it.” -Kenadee “Since I use math in foods it has helped me in math because I am doing it more often.” -Lysnee

When math goes …:

When math goes … When math goes … WRONG RIGHT

Slide 19:

“In math class, it can be kind of confusing as to why we need to learn math. Now that I’m in foods class I realize that it is a part of real life.” - Alexa “Kids ask, “when am I ever going to use this math?” Cooking is just one great example of when you will use math in your everyday life.” -McKayla

Slide 20:

“Math in cooking has not only helped me in my math class, but it made me love math.” - Tanner “You don’t really think of it as math.” - Andy

Ruger and Matt Math and Foods Students:

Ruger and Matt Math and Foods Students

Linda Harrison NRCCTE Representative:

Linda Harrison NRCCTE Representative

Pearl Heart Utah State Office of Education FACS Director:

Pearl Heart Utah State Office of Education FACS Director

Beth and Lindsey Math and Clothing Students:

Beth and Lindsey Math and Clothing Students

Slide 25:

“It helped me remember my fractions. I used to never use them except in math.” -Ashley

Slide 26:

“It has helped me to better understand fractions. I have used them on all of my projects.” - Cheylie

Slide 27:

“It helps me relate sewing to math so it helps me in both subjects.” - Sandee “I didn’t realize there was algebra in the real-world. This helps me learn to apply math skills in actual situations.” -Erin “Sewing is so fun! And I have used math in almost everything I have done.” -Bailee ““My clothing and foods classes have helped me a lot of math and fractions.” -Brickell

Slide 28:

Brian Parr NRCCTE Representative Lee Goodrich Math Teacher at Dixie High in Washington School District Andy Swapp Physics with Technology Teacher at Milford High in Beaver School District “The CTE classes offer a less threatening approach to doing math. It has been beneficial because it brings my lesson plans up by using the embedded math. Since doing this training my students comment “you and Mr. Swanson (my math counterpart) think alike!” “ Students are given the opportunity to see where in real life the application of math is… doing hands-on labs using math.”

Slide 29:

Kenny Kunde Math Teacher at Snow Canyon High in Washington School District Carol Spor FACS Teacher at Snow Canyon High in Washington School District “It all adds up… Math-in-CTE.” “It validates that in our lives we use math. CTE courses are real life.”

Slide 30:

Larry Stevenson UACTE President

Slide 31:

Alpine School District Educating All Students To Ensure The Future Of Our Democracy Beaver School District Preparing Responsible Citizens