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Module Four

Module 4: Mathematizing Real-Life Events in Middle School Mathematics  

Bonsangue, M., Shultz, H., Costa, V. (2005). Module 4: Mathematizing Real-Life Events in Middle School Mathematics. In V. Costa, M. Bonsangue, and H. Shultz (Eds.) (2nd ed.).  Professional Development Resources Online for Mathematics [Online Course].  Available from www.pdrom.coursepath.org.

 

Unit 4.1

LET'S GO TO VEGAS

Unit 4.2

Monkeys and Penguins

Motivating CAHSEE Problem

Mr. Gulati is holding five cards numbered 1 through 5. He has asked five students to each randomly pick a card to see who goes first in a game. Whoever picks the card numbered 5 goes first. Juanita picks first, gets the card numbered 4, and keeps the card. What is the probability that Yoko will get the card numbered 5 if she picks second?

  1. 1/2
  2. 1/3
  3. 1/4
  4. 1/5

Chris drove 100 kilometers from San Francisco to Santa Cruz in 2 hours and 30 minutes. What computation will give Chris' average speed, in kilometers per hour?

  1. Divide100 by 2.5
  2. Divide 100 by 2.3
  3. Multiply 100 by 2.5
  4. Multiply 100 by 2.3

 

California
Mathematics Content Standards

  • Statistics, Data Analysis, and Probability (6th): 3.5: Students understand the difference between independent and dependent events.
  • Mathematical Reasoning (6th and 7th): 1.1 Students analyze problems by identifying relationships, distinguishing relevant from irrelevant information, identifying missing information, sequencing and prioritizing information, and observing patterns.
  • Algebra and Functions (7th): 4.2 Students solve multi-step problems involving rate, average speed, distance, and time or a direct variation.

Math Concepts

 

  • Developing understanding of probability
  • Comparing independent and dependent events
  • Using the relationship D = RT in applied situations, with emphasis on non-matching units
  • Interpreting rate relationships in situations involving quantities other than physical distance
  • Interpreting D=RT relationships graphically as well as algebraically

Instructional Strategies
  • Co-teaching by mathematics and special education teachers
  • Modifying instruction to engage and support special education students
  • Stepping into math concepts with careful transition from non-math to mathematical representations
  • Using dimensional analysis to solve mathematics problems
  • Improving the quality of student explanations
  • Developing students' ability to use formulas to solve problems

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PD-ROM was administered by Orange County Department of Education and California State University, Fullerton. The project was made possible with funding from the Improving Teacher Quality State Grant Program, administered by the California Postsecondary Education Commission (ITQ #240). It was and a collaborative effort of California State University Fullerton Departments of Mathematics and Secondary Education, Orange County Department of Education, and the Corporation for Education Network Initiatives in California (CENIC).
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