cfomparing ractions meeting 2 winter 2018 january 17th ... · in activity 3, we will replay the...

Contents

Meeting 2 Winter 2018

Comparing Fractions

January 17th

INSTRUCTORS MANUAL

1) About Me

2) Fraction Stories

3) STEM Mysterywww.math.uci.edu/mathceo

2018 UCI MATH CEO COMMUNITY EDUCATIONAL OUTREACH. UNIVERSITY OF CALIFORNIA AT IRVINE

2/3 < 3/4

Math CEO You Tube Channelhttps://www.youtube.com/channel/UCvMQNFt-hPf-xKsNixhzYXw

Math CEO Facebook Page https://www.facebook.com/UCIMathCEO

About MATH CEO

2018 UCI MATH CEO COMMUNITY EDUCATIONAL OUTREACH. UNIVERSITY OF CALIFORNIA AT IRVINE

Our Goals

Inspire and support the interest in mathematics of middle

school students from nearby communities who might not

otherwise have access to math enrichment activities.

Impart the mathematical foundations and critical thinking

skills required for students to successfully pursue a college

education and a career in STEM areas.

Instill the desire in these young achievers and their families

for a college education and share college access information

and financial aid opportunities.

UC Irvine Math CEO program is committed

to offering free enrichment activities in

mathematics for middle school students in

underserved communities, and creating

free educational material to be used in

classrooms around the world. An essential

goal of our program is to encourage

students in low income, minority

communities in Southern California to

pursue a college degree in Mathematics,

Science or related fields through a solid

foundation and adequate planning.

https://www.youtube.com/channel/UCvMQNFt-hPf-xKsNixhzYXw

https://www.youtube.com/channel/UCvMQNFt-hPf-xKsNixhzYXw

https://www.facebook.com/UCIMathCEO

https://www.facebook.com/UCIMathCEO

CH

ECKL

IST

◻ Identify the Leader mentor◻ Write names of any new mentors and students (find form inside folder, write new names if needed)◻ Place check marks in the Meeting 2 column (same form inside folder)◻ Tell math goals to students in each activity◻ Call students by name◻ Keep students silence while doing Quiz◻ Keep your table neat and clean at all times◻ Get help if there are behavior problems before they escalate

◻ Quiz PROBLEM 1 (pink) (end of Activity 2)◻ Student Survey (pink) (start survey at 3:25 PM)◻ Fill Meeting Report (blue) (if you are the Leader)◻ Put back into folder: Activity 1 Surveys (brown), Student Surveys (pink), Meeting Report (blue)

Comparing Fractions (Meeting 2, Jan 17)

Dear Mentor

In this meeting we will introduce and explore mathematical attitudes that we expect in the Math CEO program. We will also explore the notion of fraction and how to compare them, by playing a game of constructing stories about doctors (Activity 2). In Activity 3, we will replay the STEM Mystery game from Meeting 1, this time changing some of the STEM careers, while keeping others.Please do not rush or panic if you don’t get to the finish line. The goal is not to finish the booklet, but rather that students understand.

To see explanatory videos, please visit this link.

UCI Math CEO • Meeting 2INTRODUCTION

Math Goals

Given a fraction, kids can determine visually if that fraction is larger to 1/2, and also if it is larger to 1.

Kids can compare two fractions that have a denominator of at most 12, by visual methods.

Kids can translate a fractional value in a real-world context using addition, subtraction, multiplication and division.

Kids can test different values of fractional expressions given informally in words, by giving different numerical values to the variables of the expression

Kids recognize and identify the emotions that they get when solving mathematical problems, and analyze how these affect their practice.

>1

Vs.

(a+b)/c

https://www.youtube.com/playlist?list=PLdc-KjVOkiPcbNYuWKiUZX_S0ypBP6D1k

MATERIALS & AGENDA

MATERIALS TRANSPARENCIESOne per person

INSTRUCTOR MANUALGreen color(No student Booklet)

STUDENT SURVEYS(INCLUDES QUIZZES)Pink ColorOne per student

WHITEBOARDSOne per student

DRY ERASE MARKERSA pouch with several

IMPORTANT!

Please count the number of markers in the pouch. Ask the students to return them to the pouches when they're finished. Make sure that at the end, no kid takes any markers home.

MEETING REPORTBlue colorOne per table

Online meeting report

End of the meetingCollect all student surveys with all mentor’s meeting reports on top, and return to the organizers in the folder. Make sure kids clean table and floor, and take all their belongings with them.

UCI Math CEO • Meeting 2

Im

Mr

Ss

Fp

AGENDA

2:10 pm Introduction

2:15 pm 1) About Me Getting to know each other

2:30 pm 2) Fraction Stories A game of comparing fractions

3:00 pm Quiz: Problem 1

3:05 pm 3) STEM Mystery A game of asking questions and discovering careers

3:25 pm Student Survey3:30 pm Career Invitation3:40 pm End of the meeting

+

INTRODUCTION

INDIVIDUAL ASSESSMENT

● Right after Part 2 (Fraction Stories), there is time for an individual Quiz (PROBLEM 1 IN THE SURVEY). Give students 5 minutes to do both parts A and B and have them answer individually (in their surveys). After collecting answers, grade them and quickly correct them with the kids.

TIPS● Build the habit of having students complete the quiz in

complete silence and without any help of peers of mentors. This may take a few meetings, but make perfectly clear that we will work with these expectations. Do not ignore this.

BEHAVIOR EXPECTATIONSIf a kid is behaving improperly or disrupting students, or does not follow directions at all, talk to them. If problem persists or is really serious, please let Brandi, Alessandra, Li-Sheng or an Assistant know immediately.

UCI Math CEO • Meeting 1

This icon refers to specific tips which you will find embedded in the booklet activities: procedures, questions to ask to the students, recommended methodologies, and so on.

Can you explain the concept in your own words?

Example: After you introduce a new concept, it is a good idea to ask students to rephrase the concept, explain it in their own words. You can choose particular students, for example those who are disengaged.

Can someone read the instructions out loud?

Example: It is convenient to ask one student to read out instructions for a problem or definitions of a concept. This keeps your group focused on the task and improves their reading skills if you give feedback on reading.

UCI MATH CEO MEETINGS: BASIC GUIDELINES FOR VOLUNTEERS

CHECK WORKVerify that the

students write the answers to the

problems and that they are correct and complete.

KNOW YOUR STUDENTSCall students by their

names most of the time: make sure they know your

name, talk briefly about their day before you start

the math activities.

ASK FOR EXPLANATIONSAsk students how they got their answers. Say things like “How do you know?”, “Why?”, “Draw a picture”, “Convince me!”, “Can you

explain to Juan?”, etc.

AT THE ENDAsk students to fill

out the survey individually (no

help), and to help pick up trash from the table and floor.

MOVE & MONITORMove around your table; monitor all students; use an adequate tone of

voice; encourage kids to work in teams.

TEACHING TIPS

1This icon means that the students should work individually in the corresponding problem, before discussing. Be flexible and adapt to your situation.

1 2 3 4 5

2Activity to be done in pairs

Note: if not specified, the booklet problem can be done as a group activity involving a discussion.

(a) Match

5 4.5

ABOUT ME

What skills do you think we need to solve mathematical problems?

When you struggle with a math problem, which strategies are useful?

What are some advantages of knowing mathematics in real life?

Discuss in your group. Everyone talks.

Our Goals: To bond everyone in your table (both students and mentors)To expose kids to very basic knowledge of STEM careers

110-15 min

Material● “How do you Feel about Math?” form (1 per student)● “How do you Feel about Math?” form (1 per mentor, including no leaders)

InstructionsTell the students that we are all (including mentors) going to fill out a survey about ourselves and our feelings and attitudes about math, during 5 minutes. Remind everyone that:

● They can be be totally honest, nobody will judge them● The goal is to know each other and have fun discovering how other people think● It is fine that people are different and we can learn from others.

Time the 5 minutes. At the 4 minute mark, announce that there is 1 minute left and that they should pace themselves to finish on time.

When time is up, give students a final 30 seconds to finish or revise their answers. After this is time to share. You may go in order question by question, or just let students talk and share answers. Make sure that:

● All students talk roughly the same (be sensitive about shy students, don’t force them to talk but still encourage them)

● Most questions are discussed.

UCI Math CEO • Meeting 12) ABOUT ME

a

b

10

http://mathforum.org/ruth/four4s.puzzle.html

2.2) MATH ATTITUDES

A Describe what is your perfect day like:

B What are your academic goals for the year 2018?

C Select all the feelings that best describe you when you are solving a math problem:

D What is your attitude towards solving a math problem

individually or in group?

( ) I like best to work alone in a problem without receiving any help

( ) I like to ask my teacher for help if I get stuck or want feedback

( ) I like to work with other students, but I try not to participate much

( I like best to work with other students and I try to lead the discussion

E What do you like or enjoy when solving math problems? (Select all that apply)

( I like to get right answers and know more than my peers.

( I like when I finally understand something that wasn’t clear and then the solution is very simple.

I like when I can use mathematics to solve real problems from different aspects of my life and community

( I enjoy most when I find a problem that is challenging and takes lot of effort to solve.

( I like easy problems which I can solve by applying a formula that I have learned.

how do YOU feel about MATH?i am a student i am a mentor

1) About Me

Teaching Tips● This activity is very important as it can set the tone

for the mathematical attitudes that you will be expecting your students to have. It is also important because students themselves will become aware (without taboo, being honest) about their attitudes towards mathematics.

● Remember that the “How do you feel about Math” form must be filled out by both mentors and students (make sure students and all mentors indicate what they are in the survey. The survey is anonymous, but should be collected and put inside the Table folders. Tell students that they don’t need to write their names and that the answers will remain anonymous outside the table, but that you as a mentor will read the answers just to get to know the general attitudes of the group.

UCI Math CEO • Meeting 21) ABOUT ME: TEACHING TIPS

a

b

11

● When students answer the question about emotions (Question C), inquire about why they chose the different images. It is important to understand why they have these emotions and if other students and even mentors can empathize with them. Remember not to judge different answers. However, you should close the discussion of this question making the case why math can be exciting, surprising and producing moments of happiness. It is very important to open the door to students to the possibility that math by itself can generate positive emotions, while sometimes of course causing anxiety and frustration.

● When discussing answers, make it very personal, telling your own anecdotes or stories of your relation with mathematics. Let students know through your emotions and body language how you care about mathematics and teaching. You are modeling positive attitudes towards the subject, and doing so in a personal and authentic manner is the way to get students to emulate your attitudes.

FRACTION STORIES

How can I easily tell if a fraction is larger than 1? Larger to 1/2?

What are some ways in which we can represent a fraction visually, that is, without using symbols? Give examples.

Which fraction is larger: 2/3 or 3/5? How can we know this visually?


Our Goals: Represent fractions visuallyCompare fractions using different methods: numerically and visually

220-25 min

Materials:

● 4 dice

● Template with 4 stories

● 1 common board for all players

● 3 Fraction Walls(Aid for comparingfractions visually)

UCI Math CEO • Meeting 22) FRACTION STORIES

FRACTION STORIES

a

b

13

Can someone explain again the rules of the game?

Before we start, I’m going to show you some examples and

the steps that you need to follow

In this activity, students play a game in which they create stories involving several values obtained from rolling dice. Each story ends up with a fraction X which is calculated from those values. Students must place that fraction in a number line (called the ordered number road), to get points.

The goals of the game are:● Make sense of fractions in real life situations● Compare different fractions using several

techniques● Model problems using additive and multiplicative

operations.● Develop algebraic thinking by considering the same

general situation with different values

Before the game

Explore the different questions in the page cover of the activity, to explore previous understanding of your students regarding fractions, including what does a fraction mean, how can we know if a fraction is larger than ½ or larger than 1, and how to compare fractions using visual and non-visual methods.

The game

We now describe the game of Fraction stories.

Set Up: Place the board in the middle of the table and explain that players will be completing the boxes putting fractions. As one moves forward from the 0-box on, the fractions must be getting larger.

Have the dice ready and select a player to start the game


FRACTION STORIES

a

b

14

Goal of the gameThe player with most points at the end of the game wins. Points are given to a player each time he writes a fraction in the board. The game ends when the board is full or when all players have consecutively passed during their turn (not being able to play any fraction).

A players turnPlayers take turns until the game ends. A player’s turn has the following sequence of actions:

1) Roll 4 dice.2) Create a story: use 2 or 3 of the dice values to create a story (from the Template), and compute the fraction X given at the end of that story.3) Write the fraction X in the game board and score points (or pass and get 0 points if the fraction cannot be placed).

We describe each of these actions:

1) Roll 4 diceThe player rolls 4 dice, thus obtaining 4 values (which might be repeated).

Example: Paolo rolls a 1, a 3, a 4 and a 4.

2) Create a storyThe player chooses two or three of the values obtained, and selects one of the four story templates (A-D) to assemble a story. He fills the number blanks from the story with the values chosen, and he also fills up the word blank with a phrase related to the benefits of the medication of the story. He also finds the value of X, which is the fraction at the end of the story.

Example 1: Paolo chooses one 1 and one 4 from his dice, and picks template story A, to create the following story:


a

b

15

Sto A

Jen r o k Bru l . She t i t te al

____ g o V mi D n am ____ pa t , be e

____________________________________________.

X = amount of g of Vitamin D that each of Jennifer patient’s got = 1/4.

1 4

they were not being exposed to enough sunlight.

3) Write the fraction X

The player now tries to write the value of X in the game board in a blank box, such that after writing it, the number road lists all values in increasing order from 0 to infinity.

Example 2: In the first turn of the game, Paolo generated X=1/4. Since X is between 0 and 1, he could then place X in ANY of the boxes marked with a check mark:

1 3 4 4


a

b

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Example 3: Suppose that after a certain number of turns, the board looks like this:

1/42/9

3/2

7/8

It’s Laura’s turn, and she has produced the fraction X = 4/6. Since X is between 1/4 and 7/8, there are only two possible boxes where Laura can play:

1/42/9

3/2

7/8

If the fraction that he player generates cannot be placed anywhere in the board (because it is between two fractions that are adjacent in the board, or because it is equivalent to a fraction that is already written in the board), then the player must pass. In this case he scores 0 points in that turn.

If the player did successfully put his fraction X in the board, count the number of spaces from X to the closest filled box in the board (including the “infinity” box). This “distance” (which is at least 1) is the player’s number of points scored in this turn. Points accumulate during the game.

1/42/9

3/2

7/8

Example 4: Suppose that Arthur just wrote the fraction X = 7/6 in the board, as shown in the figure. X is 3 spaces from 3/2 (which is the closest fraction in the board, in terms of spaces), so Arthur scores 3 points in this turn.

7/6

1/42/9

3/2

7/8

Example 5: Suppose that Kevin just wrote the fraction X = 9/3 in the board, as shown in the figure. He then scores 5 points, as there are 5 spaces moving from the 9/3 box to the infinity box.

7/6

9/3

4/6

4/6

Your turnRoll 4 dice. Use 2 or 3 of them to complete a story (A-D). Find the value of the fraction X, and place that fraction if you can, in a blank box of the ordered number road, respecting the order.

Scoring Your score that round equals to the number of spaces going forward from the fraction X to the closest filled box, or 0 if you did not fill any space.

Fra n S o s

∞

1

∞

1

00

Sto A

Jen r o k Bru l . She t i t te al

____ g o V mi D n am ____ pa t , be e

____________________________________________.

X = amount of g of Vitamin D that each of Jennifer patient’s got.

Sto

In Fu r , Ped n e t t i t ____ g o O g -3

eq y a g hi t e s, be e t w e f in r

________________________ Of os i n , t e w e

____ me d ____ wo .

X = amount of g of Omega 3 that each patient got.

Ax/y

Bxy / z

Cx / (y+z)

D(x+y) / z

Sto

Sel , t e m do r, ne to ni r o l ___ g

of M si il , di r ed l a n l ____ fa y

me r . Sho t i d g da , in r o r t

___________________.

X = amount of g of Magnesium that each family member got during the whole treatment.

Sto

Raf , a n c o , wo h e g e g o V mi B12

an g o Z c De , in a d ov er o

da . Del a h g o b it ___________

X = amount of g of combined drug (B12 + Zinc) that Delia got daily.

UCI Math CEO • Meeting 22) FRACTION STORIES 18

. .

..

2) Fraction Stories

Teaching Tips● A good habit that you can promote in your students is

the following: given a fraction, always ask: is it greater than 1? Is it greater than 1/2? This is important so that students consolidate the fact that fractions are numbers just like the naturals (they extend that sets) and they can be compared. It also helps to understand the role of numerator and denominator.So what you can do in this activity is, whenever a fraction is considered, perform the 2 questions above. In the start you can answer them, “thinking out loud”, and as the activity progresses you may encourage students to reason. The goal is that students ask and answer these questions in an autonomous way.

● To make the game simpler, you can first play a trial round in which players must use only the “Story A template”, and roll 3 dice instead of 4 to decrease the possibilities and speed up turns.

UCI Math CEO • Meeting 22) FRACTION STORIES: TEACHING TIPS

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● When comparing fractions, you may use the “Fraction wall”, which is a manipulative to do comparisons in a visual way.

● Students should realize that the best strategy in the game is to pick a fraction X that fits in the “largest gap” (in terms of spaces) of the board, and place that fraction in the middle (or as close to the middle as possible). You should let students figure this out during the game. You may also ask questions that lead to this such as: how do you think you should pick the fraction to obtain lots of points?

● Here are some ways in which you can make the game more interesting and open ended:

○ Equivalent fractions: if a player creates a fraction X that is equivalent to one on the board, he obtains 1 point and repeats his turn.

○ A player can create a new story using 2, 3 or 4 dice and generate a fraction from the values of this story.

UCI MATH CEO - WINTER 2018 SURVEYMEETING 2 JANUARY 17, 2018

PLEASE WRITE YOUR NAME IN THE BACK PROBLEM 2(Take right Before activity 4)

PROBLEM 1(Take at the end of Activity 2)

(A) Every time I eat 6 grapes, I eat 4 pears:

If I ate 10 pears, draw how many grapes I ate.

Please answer all questions individually

(B) I have 200 bats in total. Some are wooden, some metallic. If the ratio WOODEN : METALLIC is of 3 : 2, how many bats are Wooden?

Answer:

Answer

Ss

(B) Suppose that the content of 4 boxes of Quinoa will be split evenly among a group consisting of 12 men and 8 women. Which of the following represents the fraction of a box that each person gets? (fill 1 oval)

Justify your choices. Write your work:

MEETING 5 MAY 10, 2017 (Percentages 2)

Answer

(A) Give an example of a fraction that is larger than 1/3 but smaller than 1/2.

Dear mentors:Dedicate 5 minutes for Individual Quiz, both parts A and B

(Pink papers in your Mentor’s folder).1 box of Quinoa

1 box of Quinoa

1 box of Quinoa

1 box of Quinoa

(a) Match

STEM MYSTERY

What are examples of STEM careers and professions?

Why do you think that STEM careers are worth pursuing?

Suppose that Bertha has a STEM career and she needs some but not a lot of math, she travels a lot, she interacts with many people, and she has to write a lot. Speculate… what could be Bertha’s profession?


Our Goals: To bond everyone in your table (both students and mentors)To keep practicing the skill of asking questions

315-20 min

Materials

● 1 STEM Careers table per student

● Post it notes (or small chunks of paper)

● 1 Timer for 5 minutes (can use a smartphone)

UCI Math CEO • Meeting 23) STEM MYSTERY

STEM MYSTERY

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In STEM Mystery, students play a game similar to the board game SpyFall, in which they need to find who is the “spy” (called the APPLICANT), and the spy needs to identify the STEM career of the corresponding round (which all players know, except him). The game flows through a series of questions amongst players: whoever answers a question gets to ask another person (different that the one who just asked him).

This game promotes the thinking skill of asking useful questions (which is key in mathematics), using logic and deduction. It also helps students familiarize with STEM Careers.

Before you start the game, have students familiarize with the 9 STEM Careers of the table, and have a quick discussion of what each consists of.

You can play several rounds, depending on the time. In what follows we describe a round. A typical round lasts around 8 minutes.


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SetupHand the STEM Careers table to each player, so that they are familiar with those 9 careers listed.

The mentor secretly chooses a STEM Career from those in the STEM Careers table (numbered 1-9) and forms a pile of post it notes with the number corresponding to that career, plus 1 extra post it note with an A (for Applicant): the total number of post it notes in the pile must be equal to the number of players. He shuffles the pile and secretly deals 1 note to each player. All players except one will have a common chosen profession, which they can identify by looking at the STEM Career table. Notes are secret throughout the game.

ENGINEERPlayer 1

ENGINEERPlayer 4

ENGINEERPlayer 2

ENGINEERPlayer 5

ENGINEERPlayer 6

APPLICANTPlayer 3

Example: Suppose that there are 6 players. The mentor secretly chooses

“Engineer” (Career #4) for this round. Then he forms a pile with five notes marked

with a 4, and a note marked with an A. After, he shuffles and deals these notes to the players, so five of them will be engineers and one of them will be an APPLICANT (who will now know the common career of the rest of players).

Player 1

Player 4

Player 2

Player 5 Player 6

Player 3

#4 #4

#4 #4#4

A

Biochemist

Nutritionist

Engineer Neurologist

Data Scientist#1 #2 #3

#4 #5 #6

#7 #8 #9 VeterinarianStatistician

Inventor

Doctor

UCI Math CEO • Meeting 23) STEM MYSTERY 24

Goal of the game

● The APPLICANT must discover the common career of the rest of the players, and not be caught during the game. He only knows that it must be one of the 9 in the table.

● The rest of players must discover who the APPLICANT is before the game ends, by nominating it and having everyone to vote unanimously that he is.

The applicant wins the game if the rest of players vote for another player to be the applicant (“wrong conviction”), or if 5 minutes go by and he was not voted to be the applicant.

PlayThe mentor sets up a timer of 5 minutes. During this time, a designated starting player asks a question to another player about the career. That player responds (however he likes), and then he asks a different player (he can not ask back to the player that just asked). This sequence of questions and answers continues.


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Example: Ana starts. She asks Ben: “how much traveling you need in this career?”. Ben answers: “Well, not much really, I need to work on desks for a long time”. Then Ben asks Carl: “What type of Lab do you need in this career?”. Carl responds: “You don’t need any labs in this career, it's more like analyzing things”. Now Carl asks...

Nominating a suspectAt any time during play (right after a question has been answered), a player can make an accusation that another specific player is the APPLICANT (based on the incorrect responses or lack of details, etc). After that, all players except the one being accused, vote at the same time: At the count of three, every player reveals a Thumbs-UP or Thumbs-DOWN.

● Thumbs-UP indicates GUILTY.

● Thumbs-DOWN indicates INNOCENT.

If all players voted Thumbs-UP and the nominated player was indeed the APPLICANT, then he loses the game, and the rest of players win.

APPLICANT Vs. Rest of players


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If all players voted Thumbs-UP and the nominated player was NOT the APPLICANT, then whoever was the applicant wins the game, and the rest of players lose.If at least one player votes Thumbs-DOWN, nothing happens and play continues.

Note: even the Applicant can nominate someone.

Example: After 4 minutes of play, Ben accuses Carla to be the APPLICANT. Carla is NOT the APPLICANT. The vote takes place and all players (except Carla, who does not vote), vote Thumbs-UP. Players have mistaken Carla for The APPLICANT. The real APPLICANT, whoever he or she is, wins the game.

Example: After 2 minutes of play, Mary says: “I will nominate David to be the APPLICANT because...”. It turns out that David is indeed the APPLICANT. Players vote (except for David) and all players show Thumbs-Up. David reveals his APPLICANT note. This means that he loses and all other players win.

Example: After 3 minutes of play, Carl nominates Ana to be the APPLICANT. All players except Ana vote as follows:● Carl: Thumbs UP● Mary: Thumbs DOWN● Peter: Thumbs UP● Zhao: Thumbs DOWN● Bob: Thumbs UP

Since at least one player showed a Thumbs DOWN, nothing happens and players continue asking questions.

Recall that if 5 minutes pass and the APPLICANT is not caught, then he wins the game.

Discovering the careerAt any time during the game (right after a question has been answered), the APPLICANT can reveal himself, and then guess the career for that round. If he is right, he wins the game, otherwise, he loses the game. In any case, the game ends.

Example: After 3 minutes, Ana reveals herself as the APPLICANT, showing her note. She then guesses the the rest of the players are mathematicians. Since the players were engineers, she guessed wrong and she loses the game.

Asking Questions

The questions can be yes/no questions or open questions, but they need to refer to careers. Here are some examples of questions that you can use (it is helpful that students know some examples):

● How much math do you need for this career?● What kind of jobs can you get if you study this

career?● Do you need to spend much time in a desk in this

career?

Remind students that if they are not the APPLICANT, it is in their best interest to answer with the truth, as otherwise they will be wrongly accused of not knowing. But, if they answer with too much information, then whoever is the APPLICANT will know the career easily.

Of course, since the APPLICANT does not know the career, he must do his best to provide reasonable answers, based on what he has heard so far from others.


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Rules summary:

Setup: secretly choose a career, form a pile with APPLICANT note + notes of the same career (chosen by the mentor). Deal secretly and randomly one note to each player. Whoever got the APPLICANT note is called the Applicant. Notes are secret.

Play: 5 minutes, questions. Whoever answered gets to ask, but cannot bounce back. If 5 minutes pass, the Applicant wins.

Nomination: Player A nominates player B to be the applicant. Even the applicant can nominate.

● Voting: all players except B vote at the same time, Thumbs UP for guilty, Thumbs DOWN for non guilty.

○ If all players voted Thumbs UP and player B is the Applicant, then he loses.

○ If all players voted Thumbs UP and player B is not the Applicant, then the Applicant wins.

○ If at least one player voted Thumbs DOWN, play continues.

Guessing the career: The applicant reveals himself and guesses the career from the ones in the table.

● If he is right, he wins the game● If he is wrong, he loses the game

3) STEM Mystery

Teaching Tips● Before starting the game, you may play the following

warm-up game. You pick up one of the STEM Careers (either secretly or revealing which), and ask students to bombard you with questions about this career. This will get them going.

● You may play during the first round (make sure you are not the Applicant), in order to model the types of questions that are useful in the game.

● Make sure that you are quite familiar with each of the 9 STEM Careers. You can quickly do a web-search for each of them, in case you are unsure.

● A good way to prepare for teaching this game is to make a list of 15 good questions that you may ask in this game. You may bring the list to the meeting, it could be very handy if things get a bit slow.

UCI Math CEO • Meeting 23) STEM MYSTERY: TEACHING TIPS

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● You may introduce a bit of storyline for the game. For example you can say that we are all in a convention of a certain career, but there is an Applicant who is confused about which career the convention is about, and everyone heard this, so they are trying to catch him, and the best way is to ask everyone questions about the career, to detect who is lying.

● At the end of the game, ask students which skills they learned in the game, and how they can use them in mathematics and learning in general. Hopefully they will say things like: ask questions, communicate, deduce things, rule out elements, etc.

M2 Additional Resources(we will have them at the meeting in your table)● Page 30: 160 copies, brown paper (8 per table)

● Page 31: 60 copies, (3 per table, save extras)

● Page 32: 160 copies, (8 per table)

● Pages 34-35: SS 160 copies, 2-sided, PINK, 8 per table

● Pages 37-38: MR 20 copies, 2-sided, BLUE, (1 per table + 2 extra)

A Describe what is your perfect day like:

B What are your academic goals for the year 2018?

C Select all the feelings that best describe you when you are solving a math problem:

D What is your attitude towards solving a math problem

individually or in group?

( ) I like best to work alone in a problem without receiving any help

( ) I like to ask my teacher for help if I get stuck or want feedback

( ) I like to work with other students, but I try not to participate much

( I like best to work with other students and I try to lead the discussion

E What do you like or enjoy when solving math problems? (Select all that apply)

( I like to get right answers and know more than my peers.

( I like when I finally understand something that wasn’t clear and then the solution is very simple.

I like when I can use mathematics to solve real problems from different aspects of my life and community

( I enjoy most when I find a problem that is challenging and takes lot of effort to solve.

( I like easy problems which I can solve by applying a formula that I have learned.

how do YOU feel about MATH?

MEETING 02 MANIPULATIVES ACTIVITY 1) About Me Brown paper

i am a student i am a mentor

MEETING 02 MANIPULATIVESACTIVITY 2) FRACTION STORIES

The Fraction WallYellow Paper

1/12

1/11

1/10

1/9

1/8

ONE SEVENTH (1/7)

ONE SIXTH (1/6)

ONE FIFTH (1/5)

ONE FOURTH (1/4)

ONE THIRD (1/3)

ONE HALF (½)

UNIT: ONE (1)

0 11/23/12 = 2/8 = 1/4

MEETING 02 MANIPULATIVESACTIVITY 3) STEM MYSTERY

STEM CAREER TABLEYellow paper

Biochemist

Nutritionist

Engineer Neurologist

Data Scientist#1 #2 #3

#4 #5 #6

#7 #8 #9 VeterinarianStatistician

Inventor

Doctor

Student Survey(Pink paper)160 copies

2-sided

Ss

Questions:1) How interesting were today activities? 2) How skilled were you at solving today’s activities? 3) While I was solving the activities, I felt:4) How much effort did you put in today’s activities? 5) How often do you feel that you and your

mentor are really a group?6) How often do you feel you can really talk to your

peers at Math CEO?

Feedback for your mentor: ______________________ 3 words to describe Math CEO: _______________________ _________________________________________________ _____________________________ _______________________

Thanks for your responses!

Clean your table when you finish, return the dry-erase markers, pick up your trash and take your belongings. Thank your mentor!

1= not at all interesting1= no skilled at all 1= not tense at all1= not hard at all 1= never

1= never

2 3= somewhat interesting2 3= somewhat skilled 3 3 = somewhat tense . 2 3= somewhat hard 2 3= sometimes

2 3= sometimes

4 5= very interesting4 5= very skilled4 5= very tense4 5= very hard4 5= always

4 5= always

2 THINGS WHICH I LEARNED TODAY 2 THINGS THAT I FOUND INTERESTING 1 QUESTION THAT I STILL HAVE

UCI MATH CEO STUDENT SURVEYMEETING 2, JANUARY 17, 2018

First AND Last Name: ________________________ _______________________________ Table Number: _______ Lathrop ( ) Villa ( )

Scale from 1 to 5 (Please circle your answers)

UCI MATH CEO - WINTER 2018 SURVEYMEETING 2 JANUARY 17, 2018

PLEASE WRITE YOUR NAME IN THE BACK PROBLEM 2(Take right Before activity 4)

PROBLEM 1(Take at the end of Activity 2)

(A) Every time I eat 6 grapes, I eat 4 pears:

If I ate 10 pears, draw how many grapes I ate.

Please answer all questions individually

(B) I have 200 bats in total. Some are wooden, some metallic. If the ratio WOODEN : METALLIC is of 3 : 2, how many bats are Wooden?

Answer:

Answer

Ss

(B) Suppose that the content of 4 boxes of Quinoa will be split evenly among a group consisting of 12 men and 8 women. Which of the following represents the fraction of a box that each person gets? (fill 1 oval)

Justify your choices. Write your work:

MEETING 5 MAY 10, 2017 (Percentages 2)

Answer

(A) Give an example of a fraction that is larger than 1/3 but smaller than 1/2.

Dear mentors:Dedicate 5 minutes for Individual Quiz, both parts A and B

(Pink papers in your Mentor’s folder).

1 box of Quinoa

1 box of Quinoa

1 box of Quinoa

1 box of Quinoa

Meetings Report(Blue paper)

Mr

Date: ___________________ UCI MATH CEO MEETING REPORT

Mentor’s First and Last Name: ____________________________________________________________ Table: __________

Dear leader mentor, Please complete this survey about each of the students at your table. Circle the number that better reflects how you feel. We really value your input. THANK YOU for your thoughtful answers, and for your amazing contribution to Math CEO.

STUDENT’S FIRST NAME: ___________________ LAST NAME: ______________________Compared to his/her peers, how good was this student at solving today’s math activities? 1 (worse) .2 3 (average) 4 5 (a lot better)How much innate ability or talent in math did this student show today? 1 (not at all) 2 3 (a little) 4 5 (very much)How much effort did this student put in today’s math activities? 1 (not at all) 2 3 (a little) 4 5 (very much)How much did this student participate in today’s math activities? 1 (not at all) 2 3 (a little) 4 5 (very much)How interested was this student in today’s math activities? 1 (not at all) 2 3 (a little) 4 5 (very much)

Note or comments about this student: _________________________________________________________________________________





Mr

cfomparing ractions meeting 2 winter 2018 january 17th ... · in activity 3, we will replay the...

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