PBA 4 and Portfolio Directions MAE 4310_Fall 2023_Alexa Lacayo

.docx

School

Florida International University *

*We aren’t endorsed by this school

Course

4310

Subject

Aerospace Engineering

Date

Feb 20, 2024

Type

docx

Pages

Uploaded by ConstableKnowledgeAntelope161

MAE 4310 – PBA # 4 and Portfolio Assignment [ Put your name here ] This assignment is designed with the following goals in mind. Goal one is to demonstrate your understanding of problem-based lesson design. The second goal is to demonstrate your understanding of four mathematical content areas: Number and Operations, Algebraic Reasoning, Statistics and Data Analysis, and Geometry and Measurement. To demonstrate your proficiency in these areas, you must complete four lesson plans. 1. Lesson Plan One will involve a problem about Statistics and Data Analysis . You have the opportunity to complete this assignment with your group during class on November 16. The lesson plan is due on November 22 (Module 13: PowerPoint Assignment). 2. Lesson Plan Two will involve a problem about Algebraic Thinking . The problem that will guide the lesson plan is provided for you (see below). Use the provided problem and complete the lesson plan. This lesson must be completed individually . This lesson is also due on November 22 (Module 13: PowerPoint Assignment). 3. Lesson Plan Three will involve a problem about Number and Operations . You will need to create a problem that can be used to guide this lesson. This lesson must be completed individually . This lesson is due on November 28 (PBA 4 Submit for Feedback). 4. Lesson Plan Four will involve a problem about Geometry and Measurement . In this part of the lesson, you will need to create your own problem to guide the lesson. It is fine to locate a problem on the internet and use it or modify it, but you should cite the source. Use the problem to guide your work in the rest of the lesson plan. This lesson must be completed individually. This lesson is also due on November 28 (PBA 4 Submit for Feedback). *** Note: While part one you are allowed to complete with the help of your peers, parts two, three, and four should be completed individually. If you need assistance, please contact me ( bking@fiu.edu ), and I will be happy to help over email or set up a time to talk on zoom. *** Here is a link to a sample lesson plan. Sample Lesson Plan

Lesson Plan One: STATISTICS AND DATA ANALYSIS The Problem A new burger shop opened by FTX Arena where the Heat play. They sell four types of burgers each with the following price. Plain $4, Cheese $6, Bacon Double Cheese $9, and Bacon Triple Chili Cheese $13. What is the average (mean) price of their burgers? Preparation Practice 1: Anticipation Anticipate likely student responses. Anticipated Strategies List at least three anticipated strategies. Include the paragraph to Ms. White and be sure to include a description of how you used the data. Explain what part of the solution you would expect to focus your questioning on during the class. List at least two questions for each strategy. Strategy 1: First, I created four block towers representing the four prices, 4, 6, 9, 13. I realized I wanted to Why does it work to create equal stacks? Marc used a similar strategy, but he moved the blocks into two stacks with 16 blocks each and said the average was 16. Is he also right?

know the average price, so I moved the blocks around to create equal stacks. I was able to create 4 stacks with 8 blocks each so the mean (average) price is $8. Strategy 2: To find the mean I used the following formula, the mean is equal to the sum of the individual data points, divided by the number of data points. So, I added together 4 + 6 + 9 + 13 which is 32 and divided by 4 which gave me 8. So, the mean price is $8. Where is the 32 represented in solution # 1? How does the visual in solution # 1 help explain what is happening with the formula? Strategy 3: I divided the dataset into two parts, the lower half (4 and 6) and the upper half (9 and 13). Then I found the middle of each set which is 5 and 11. Then I found the middle of 5 and 11. I know 5 plus 3 is 8 and 11 minus 3 is 8 so I know that 8 is the middle of the two numbers. Therefore, $8 is the average price. What do you mean by the middle of the set? (i.e., how did you find 5 and 11) Can you describe a data set that would make it hard to use this solution method to find the average? Launch Create a step-by-step account of what will happen during this part of the lesson. What will the students be doing? What will the teacher be doing? (Beyond using the prompt above, be clear about how you might introduce this to your class. There is a lot of opportunity to make this launch engaging.) Are there any key things you want the teacher to remember to do during this time? (e.g., ask a student to repeat the problem) Explore Practice 2: Monitor Monitor students’ actual responses to the problem. List at least three things the teacher should be doing during this time. Suggest specific questions or Talk Moves the teacher might use to engage in Responsive Listening during this stage? # 1:

# 2 # 3 Summarize Practice 3 and 4: Selecting and Sequencing Select particular students to present their mathematical work, and Sequence the student responses to be displayed in a specific order. Using the three solutions you anticipated above. Choose the two solutions you would like to share in a class. Show what order you would present them in and explain why you chose that order. Suggest specific questions or Talk Moves the teacher might use to help engage various students during the presentations? First Solution Shared: Second Solution Shared: Explanation: Practice 5: Connecting Connecting different students’ responses and connecting the responses to key mathematical ideas. Using the two solutions you selected to present in front of a class, what similarity or difference do you want to focus on between these two solutions. What connection is most important for students to recognize? Note: the similarity or difference, connection, and takeaway might be similar to each other. What questions might you ask to help make the similarities, differences, and connections apparent to students? Similarity or Difference: Connection: Lesson Outcome What do you want students to take away from this lesson? Write one or two sentences explaining the main idea you want students to get from the lesson. The takeaway will likely be similar to the connection. Take Away:

Lesson Plan Two: NUBMER AND OPERATIONS The Problem Replace this text with the problem in the exact way you would present it to students. If you need any visuals to explain the problem, please include them here or include a link here. Please make sure there is a real world context that goes with this problem (i.e., do not just say something like 45 + 24). Preparation Practice 1: Anticipation Anticipate likely student responses. Anticipated Strategies List at least three anticipated strategies. Show the work for the strategy. If possible, name the strategy (e.g., counting, compensation, partial products, etc.). Explain what part of the solution you would expect to focus your questioning on during the class. List at least two questions for each strategy. Strategy 1: Strategy 2: Strategy 3: Launch Create a step-by-step account of what will happen during this part of the lesson. What will the students Are there any key things you want the teacher to remember to do during this time? (e.g., ask a student

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help