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Math Lab

Math Lab

BLUE

GOALS/STANDARDS and BENCHMARKS:

As Needed:

6.A.3Represent fractions, decimals, per­centages, exponents and scientific notation in equivalent forms.

6.B.3aSolve practical computation problems involving whole numbers, integers and rational numbers.

6.B.3bApply primes, factors, divisors, multiples, common factors and common multiples in solving problems.

6.B.3cIdentify and apply properties of real numbers including pi, squares, and square roots.

6.C.3aSelect computational procedures and solve problems with whole numbers, fractions, decimals, percents and proportions.

6.C.3bShow evidence that computational results using whole numbers, fractions, decimals, percents and proportions are correct and/or that estimates are reasonable.

6.D.3Apply ratios and proportions to solve practical problems.

7.A.3aMeasure length, capacity, weight/mass and angles using sophisticated instru­ments (e.g., compass, protractor, trundle wheel).

7.A.3bApply the concepts and attributes of length, capacity, weight/mass, perimeter, area, volume, time, temperature and angle measures in practical situations.

7.B.3Select and apply instruments includ­ing rulers and protractors and units of measure to the degree of accuracy required.

7.C.3aConstruct a simple scale drawing for a given situation.

7.C.3bUse concrete and graphic models and appropriate formulas to find perimeters, areas, surface areas and volumes of two- and three-dimensional regions.

8.C.3Apply the properties of numbers and operations including inverses in algebraic settings derived from economics, business and the sciences.

8.D.3aSolve problems using numeric, graphic or symbolic representations of varia­bles, expressions, equations and inequalities.

8.D.3bPropose and solve problems using proportions, formulas and linear functions

8.D.3cApply properties of powers, perfect squares and square roots.

9.A.3aDraw or construct two- and three- dimensional geometric figures including prisms, pyramids, cylinders and cones.

9.A.3bDraw transformation images of figures, with and without the use of technology.

9.A.3cUse concepts of symmetry, congru­ency, similarity, scale, perspective, and angles to describe and analyze two- and three-dimensional shapes found in practical applica­tions (e.g., geodesic domes, A-frame houses, basketball courts, inclined planes, art forms, blueprints).

9.B.3Identify, describe, classify and compare two- and three- dimensional geometric figures and models according to their properties.

9.C.3aConstruct, develop and communicate logical arguments (informal proofs) about geometric figures and patterns.

9.C.3bDevelop and solve problems using geometric relationships and models, with and without the use of technology.

9.D.3Compute distances, lengths and measures of angles using proportions, the Pythagorean theorem and its converse.

 

OTHER OBJECTIVES:

Students will come to math lab for a short duration to work on targeted (single) math skills.

Math lab is for individual students, not the whole class.

Students will be pulled from non-required talent electives.

Students will use their assignment notebooks to keep track of each of the math lab expectations and subsequent follow up.

Math lab is directly tied to the core math classes.This measurable goal is to improve the core class understanding of concepts not mastered in class.

ASSESSMENTS: correlated to the benchmarks and objectives

  • Pretests
  • Post tests
  • Follow up assessments several weeks later

 

STRATEGIES:

Student Identification

  • Teacher assessments
  • Aimsweb
  • Textbook
  • Scantron

 

Best Practices

  • Work on only one single skill at a time.
  • Develop specific well-developed units of study.
  • Pretest the student for the skill to be taught.
  • Give a warm up or daily each day to activate schema
  • Skill will be taught with more than one model. Choices can include:
    • PowerPoint
    • Audio summary
    • Home tutorials
    • E-work book
    • Extra practice sheets
    • Re-teach/skill summary sheets
    • Direct instruction
    • Classzone animations
    • Classzone assessments
    • Tutor Place math cards (SRA)
    • Other materials (to be ordered)
  • After short teaching, student will practice in class to acquire skill
  • Student will get homework to continue practice outside of class. (if they “finish” in class with the assignment, give several more problems to do at home)this allows for long term memory retention.
  • Reassess to determine if the skill was mastered
  • Follow up with another assessment 1-2 weeks later to see if the skill was retained.
  • The students who are enrolled in Study and Review will not be pulled for math lab.The core teacher will give a math lesson plan to the Study and Review teacher that addresses a specific, targeted skill.The work should take approximately 20 minutes of that period.The S&R teacher will monitor the math work, then it is to be returned to the core math teacher by a specified time that day, as determined by the core math teacher.

 

Teaching Instructions for grades 4-8

  • Math lab is for individual students who are having trouble with isolated skills.
  • If more than 5 students need a skill re-taught it should be done in the classroom during small group instruction.
  • Teachers need time each quarter to create the units (based on specific skills) to be taught in math lab in grades 4-8.(teach 2 days, set up on the 3rd)
  • All math lab teachers should meet together at the beginning of each quarter to set up the schedule and also to follow up on the quarter’s progress.
  • Students cannot be pulled from required class: PE, Etymology, Tech safety, Constitution, etc.