Clothesline Math , livre ebook

Shell Education - Chris Shore

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338 pages

English

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Description

This must-have resource provides the theoretical groundwork for teaching number sense. Authored by Chris Shore, this e-book empowers teachers with the pedagogy, lessons, and detailed instructions to help them implement Clothesline Math in K-12 classrooms. Detailed, useful tips for facilitating the ensuing mathematical discourse are also included. At the elementary level, the hands-on lessons cover important math topics including whole numbers, place value, fractions, order of operations, algebraic reasoning, variables, and more. Implement Clothesline Math at the secondary level and provide students with hands-on learning and activities that teach advanced math topics including geometry, algebra, statistics, trigonometry, and pre-calculus. Aligned to state and national standards, this helpful resource will get students excited about learning math as they engage in meaningful discourse.

Informations

Publié par	Shell Education
Date de parution	02 avril 2018
Nombre de lectures	19
EAN13	9780743922340
Langue	English
Poids de l'ouvrage	3 Mo

Informations légales : prix de location à la page 0,2300€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

Extrait

Chris Shor e , M .Ed.

2 100444—Clothesline Math © Shell Education
Shell Education
A division of T eacher Created Materials
5301 Oceanus Drive
Huntington Beach, CA 92649-1030
www.tcmpub .com/shell- education
ISBN 978-1-4938-8514-5
©2018 Shell Education Publishing , Inc.
The classroom teacher ma y reproduce copies of mat erials in this book for classroom use only . The
reproduction of any part for an entire school or school sy stem is strictly prohibited. No part of this publication
may be transmitted , stored, or rec orded in any form without written permission fr om the publisher .
Publishing Credits
Corinne Burton, M.A.Ed., Publisher
Conni Medina, M.A.Ed., Managing Edit or
Diana Kenney , M.A.Ed., NBCT , Content Director
Kyleena Harper , Assistant Editor
F abiola S epulveda, Gr aphic Designer
Image Credits
Photos © Walter Mladina.
Standards
© Copyright 2010. National Gov ernors Association Center f or Best Practices and Council of Chief Stat e School
Ocers. All rights reserved.
© Copyright 2007–2017 T exas Education Association ( TEA). All rights reserved.

3 © Shell Education 100444—Clothesline Math
T abl e o f C onten ts
Foreword ........................................................ 5
Ack now led g ments
................................................. 7
In tro d ucti on : A Universa l Exa mple
................................... 9
PA R T I : T eachi ng w ith t he Clothesl ine
C h ap t e r 1: The Ma ster N umber S ense Ma ker
..................... 19
Chap ter 2 : S et t i ng Up Y ou r C lot hes l ine
.......................... 25
C ha pt er3 : Ma k i ng t he M ost of Y our Clothesl ine
................... 33
PA R T I I : Clo t hesli ne Less ons f or Elemen t ar y S chool
Chap ter 4 : W hol e Numbers fo r Elemen ta r y School
Le sson 1 : C ounti ng N umbers
...................................... 41
Le sson 2: P lace V a lue
............................................. 50
L es s on 3: S in g le-D ig it Ad d it ion
.................................... 57
Les so n 4 : S ingl e- Di git M ulti pl i ca ti o n
............................... 62
Chap ter 5: Frac tions fo r Elemen ta r y School
Le sson 5: F rac tions: Al most Hal f ................................... 65
Le sson 6: Comp a ri ng Fract io ns w ith C ommon De nominators
......... 74
Le sson 7 : Compar ing Fract ions wit h Common N umerators
........... 78
Le sson 8: Equiva len t Fract ions
..................................... 84
Le sson 9: A dd ing Fract ions
....................................... 91
Chap ter 6 : A lgeb ra ic Reasoni ng fo r Elemen ta r y School
Le sson 1 0: Order of Operations ................................... 10 3
Lesson 1 1 : V ar iab les
............................................. 111
Lesson 1 2: Express io ns
.......................................... 117
L es s on 13: On e-S te p E qu at ions
................................... 123
P ART III: Clothesl ine Le ssons fo r Midd le and Hig h School
C h a p t e r 7: A r it h met ic for M idd le Sc hool
L es s on 1 4 : Mu lt iply i ng Fr ac t i ons
.................................. 137
Le sson 1 5: Con vert ing Frac tions, Deci ma ls, a ndP ercen tages
......... 14 8
Le sson 1 6: Operat io ns w ith I n tegers
............................... 15 4
Chap ter 8 : A l gebr a
Lesson 1 7 : Evalua ti ng Expr essio ns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
Le sson 1 8: V a riable on Both Sides
................................. 16 6
Le sson 1 9: T wo-Step Equat io ns
................................... 17 2
Le sson 20: Ru les o f E xponen ts
.................................... 17 9
L es son 21 : R at iona l E xpre ss ions
.................................. 191

4 100444—Clothesline Math © Shell Education
T abl e o f C onten ts (co n t .)
Chap ter 9: G eome t r y
Le sson 22: Ratio a nd Pro port ion
.................................. 19 9
Le sson 23 : Li near Pa irs
.......................................... 203
Le sson 24: V ert ica l A ngles
....................................... 209
L es s on 25: T r a n sve rs a l s
.......................................... 21 3
Le sson 26: Specia l R ight T ri ang les
................................ 220
Le sson 2 7 : Polyg on Ang le Pro per t ies
.............................. 226
C h a p te r 10 : St a tis ti cs
L es s on 2 8: A ver age .............................................. 239
Le sson 29: M e an, Med ian, Mode, a nd Ra nge
....................... 244
Le sson 30: Fiv e-N umber Su mma r y
................................ 250
Le sson 3 1: Standa rd Dev iation
.................................... 2 55
C h a p t e r 11 : Fun ctio ns
L es son 32: S lope ................................................ 263
L es s on 33: Slop e-I nterc ept For m
.................................. 269
Le sson 34: Ex ponen t ia l Growt h a nd Decay
......................... 2 74
Le sson 3 5: Ex pone ntia l Dec ay
.................................... 2 82
L es son 3 6: T h ree -Equ at ion Mod els
................................ 2 89
Le sson 3 7 : L ogar ith ms
........................................... 297
Le sson 38: Radia ns a nd Degrees
.................................. 304
P A RT IV : Append i xes
Appe nd i x A : Re fer ences Cited
.................................... 31 2
Appe nd i x B : Add i t iona l R es ou rc es
................................. 31 3
Appe nd i x C: Re produ ci ble s
....................................... 31 7
Appe nd i x D : Digital Reso urces
.................................... 336

5 © Shell Education 100444—Clothesline Math
Imag i ne al most missi ng an i nte r natio na l f l ight bec ause yo u a nd a fr ien d wer e engrosse d
in somet hi ng that wa s rock in’ yo ur worl d. I n October 20 1 5, Chr is Shor e a nd I w ere those
t wo friends, a nd we al most miss ed our f l ight to V a ncou ver . Pic tu re two grown men
sur rounded b y hundreds of st ra ngers inside Los Angeles International A ir port . W e wer e
excitedly t al k i ng and deeply focused on my math notebook as we used a n open n umber l ine
to solv e a multi step math equat io n w ith va r iables o n bot h si des . A t one poin t, we had t his
mag ica l eureka momen t, a nd w e celebrated o u r collaborative f i ndings w ith a v igoro us chest
bump and ex tremely lo ud, “Oh y ea h!”
Rest as sured, we made our f l ight. Mor e i mpo r ta ntly , t ha nk s to t he o pen number li ne that
day , our number sense received a serious boost. Cl othesline Mat h: T he Maste r Num ber S ense
Mak er by Chris Shore is yo ur t icket fo r embark i ng on a s i mi lar jour ney t hat wi l l boost your
number sense a nd the number sense of yo u r studen ts .
T wo m on t hs befor e our a ir por t eureka chest bu m p, Chr is ca me to T u sti n U ni f ied School
Dist rict (T US D ) a nd pro v ided secon da r y mat h teachers and inst r uct io na l coaches w ith
pro fessio na l develo pme nt. As a mat h inst r uctiona l coach at TUS D, I was beyond ex cited
to lear n from hi m. He introdu ced T US D to t he ope n dy na mic number li ne known a s
Clothesl ine Math . Sh ore immed iately bl ew our mat h mi nds and cha l leng ed our number
sense w ith les sons rang ing f rom n umeric al relationships of frac tions to mean absolut e
dev iation. I im mediately thought, “ Th is is awesom e! I w ish I had t his i n my classroom whe n
teachi ng midd le-schoo l mat h!” Look ing across t he room a t a l l the ot her ma t h teachers, I
could see t heir face s f il led w ith bot h exciteme nt and app rehens ion. On o ne hand , teachers
wer e t hr il led to receive th is a mazi ng and t ra nsfo rmat ive ma t h gi f t. On t he other ha nd,
whenev er teachers explore so met hi ng so radica l a nd dy nam ic li ke Clo t hesli ne Math, t hey
desire a nd n eed a road map to gu ide their teach ing a nd studen t lea rni ng. Cloth eslin e Math:
The Ma ster Number Sen se Make r is your roadmap to classroom- tested lessons a nd teacher
mov es for s ucces sfu l ly faci litat ing Clothesl ine Mat h in your cla ssroom.
Th is book beg ins w it h Chr is doing a wo nderf u l job citing rese arch a nd best pract ices
to expla in why it is so va luabl e for t eachers to pr ov ide their st uden t s w ith opport un ities
to streng t hen their number sense. Number sense ha s a di rect i mpact on the mathematica l
con ten t st uden t s are ex pec ted to learn e ach year of t heir schooling. As Shore po i n ts out,
“Students do n ’ t f lu nk c ur ren t conten t ; t hey f lun k prior co nte nt. ” He then goes on to explai n
why teaching number sense a nd pr erequisite sk il ls a re essentia l for studen ts to be more
successf u l in mat hematics at their c ur ren t gr ade leve l. A n open n u mber li ne, su ch a s the
Clothesl ine, is bot h a vehicle and a dest ination fo r st ude nts a nd teach ers to boost t heir
number sense a nd p rereq ui sit e sk i l ls.
Fore word

6 100444—Clothesline Math © Shell Education
Fore word (c on t . )
Af ter qu ick ly con v inci ng us why n umber sense les sons n eed to be a f requen t pa r t of
t he teaching a nd lear ni ng of ma t hema t ics, Ch ris t a kes us on a ride t hrough va r io us K – 12
Clothesl ine Math les sons, such as numerica l relationships, rational numbers , algebra ic
ex pre ssions , lo ga r it hm s , a nd t r igonome tr ic relat ions hip s. T he les sons a re not “ just one more
t hi ng” yo u should be doing. The lessons and resources i n t his book a re fra med i n a way to
enha nce t he co nten t yo u’ re supposed to teach whi le em pow eri ng you t o st rengt hen yo u r
cra f t of teachi ng mathematics at t he same t ime.
I’ ve seen ho w Ch ris ha s con ti nued t o bot h gather and sha re Clo t hesli ne Math w isdom
a nd strategies w it h teachers around t he coun t r y at conf erences and ot her p