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

Unit3:Day:TheGoldenRatioMindsOn:5Action:50Consolidate:20Total=75minLealTlinaGoal:Calculate,interpretandapplymeasuresofcentraltendency.Materials 10-12TapeMeasures GraphingcalculatorsAssessmentOpportunitiesMindsOn.WhOIeClaSS今DiSCUSSion1.eadstudentsinabrainstormingsessiontodiscusswhatitmeanstobeaverage".Whatdoesitmeantobeaboveorbelowaverage?WhOleClaSS->IntrOdUCtiOntoACtiVitVStudentscollectthemeasurementslistedinBLM3.1.1.Studentsmakeconnectionsbetweenterms,conceptsandprinciplesofcentraltendency.Themeancardcanbeheldbythestudentwhosevalueisclosesttothecalculatedmean.TheGoldenRatioisapproximately1.61803399.Discusswithstudentshowthisnumberrelatestotheresults.Action!WhOleClaSSTheGOIdenRatiOUsingBLM3.1.11studentscollectindividualdataandgenerateclassdataforthefourdifferentratios.Thestudentscalculatemeasurementsofcentraltendencyusingtechnology(TI-83,Fathom2,Excel)andrecordtheclassresultsinTable3.1.1a.Thestudentsstopwhenthetablehasbeencompletedandwaitforfurtherinstructionsfromtheteacher.SmallGroups÷Discussion(Home)ArrangethestudentsinascendingorderofL1ratio.Distributemean,median,mode,minimum,Qi,Q3,andmaximumcardstotheappropriatestudents.Breakthestudentsintofourgroupsusingthequartiles:eachquartilegroupisassignedoneofthefourratiosforanalysis.SmaIlGrOUPS-»DiSCUSSiOn(EXPert)Usingnumberedheads,breakthehomegroupsintosmallerexpertgroups(includerepresentationfromeachhomegroup)andhavethestudentscompletetheexpertgroupquestion.ProcessEXPeCtationS/Communicating/ObSerVatiOn:Observegroupsastheyconnecttheirresultstothemeasuresofcentraltendency.ListentodiscussionsandideaslookingforitemsthatstudentscansharewithothersduringtheConsolidateDebrief.ConsolidateDebriefWhOIeClaSS今DiSCUSSionDiscussresultsoftheexpertquestionwiththewholeclass,highlightingthedifferencesbetweenthemeasuresofcentraltendency.Includeadescriptionofquartiles,standarddeviationandvariance.ExplorationApplicationHomeActivityorFurtherClassroomConsolidationWhichmeasurewouldyoupreferforyourgrade-mean,median,ormode?Why?Performthefollowingmeasurements,standingstraightup,withyourarmsatyoursidesandrelaxed:A. Yourheight,shoesoff!B. TopofyourheadtoyourfingertipsC. 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.Copytheclassdatasetintothetablebelow.Table3.1.1a-StudentResultsL1L2L3L43.1.1: TheGoldenRatio(continued)Completethetablebelowforeachofthemeasures,correcttotwodecimalplaces.Table3.1.1b-MeasuresofCentralTendencyL1L2L3L4MeanMedianModeMinimumQiQ3MaximumVarianceStandardDeviationOnceyouhavecompletedthechart,waitforfurtherinstructionsfromyourteacher.HomeGroup:Withinyourassignedgroup,discussanswerstothefollowingquestions.1) Considerthedatasetforyourassignedratio(L1,L2,L3orL4).Whichmeasurement(mean,medianormode)ubestrepresents1'thisdata?Why?2) WhichmeasurementuIeastrepresents*1thisdata?Why?ExpertGroup:Withinyourassignedgroup,determinetheubestoveral,measureofcentraltendency.Med-anOP3.1.2: MeasuresofCentralTendencyCards(continued)MaX-mumUnit3:Day2:OnTargetMindsOn:5Action:50Consolidate:20Total=75minLealTlinaGoal:Calculate,interpretandapplystandarddeviationasameasureofcentraltendency.Materials Timer Graphingcalculators MaskingTape IntegerchipsorflatdiscsAssessmentOpportunitiesMindsOn.SmallGrOUPS今PaSSthePaPerStudentseachstartwithapaperandatitleof"mean”,"median"or4,mode"ingroupsofthree.Allow1minuteforstudentswritedownwhattheyknowabouttheterm,limitationsandexamples.After1minute,instructstudentstopasstheirpapertothepersonbesidethemandcontinueinthiswayforthreeturns.Afteractivityiscompleted,studentsengageinadiscussionregardingthelimitationsofmean,medianandmodeasmeasuresofcentraltendency.Thatis,theyprovideacentralvalue,butdonotindicatethespreadandconsistencyofthedata.Studentsmakeconnectionsbetweenconsistencyandstandarddeviation.Action!WhOleCIaSSHittinatheMark!UsingBLM3.2.1,studentscollectindividualscoresforthreetrialsofthegame.WhOIeClaSSDiSCUSSiOnWithreferencetoBLM3.2.2,leadstudentsinadiscussiononthedifferencebetweenprecisionandaccuracy.Commentontheconnectionbetweenprecisionandconsistencyandhowthesetermsrelatetostandarddeviation.ProcessExpectationsObservationChecklistObservegroupsastheydeveloptheirunderstandingofconsistencyasameasureofdispersion.Listentodiscussionsandideaslookingforconnectionstothenextactivity,BLM3.2.3.WhOIeClaSS»AIlCharaedUp!Studentscompletethe.ProcessExpectationsZPerformanceTask/RubricAssess