volume 2/ issue 29 april 7, 2017 p2g brooklyn north · volume 2/ issue 29 march 31, 2017 2017...

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LY/YTD

DREAMS: 10/4

MURROW: 22/24

OBT2: 39/23

DSSM: 7/2

SCHERMERHORN: 61/34

% WEEKLY/YTD

DREAMS: 58%

MURROW: 83%

OBT2: 47%

DSSM: 57%

SCHERMERHORN: 52%

EMPLOYEE OF THE WEEK

1STUDENT OF THE

WEEK

2EVENT OF THE

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VOLUME 2/ ISSUE 29 APRIL 7, 2017

P2G BROOKLYN NORTH WEEK IN REVIEW

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VOLUME 2/ ISSUE 29 MARCH 31, 2017

TEAMWORK AT DSSM: P2G students at @ DSSM joined the staff to

celebrate another successful State Audit. GO TEAM

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WHAT A BUSY WEEK AT DSSM: SSM TRAIN OUR STUDENTS ON ABUSE OF

RESIDENTS

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2017 YouthBuild Fundamentals -

Annually, YouthBuilds around the nation meet together for the opportunity to collaborate and network with one another, as well as receive update on new DOL grant requirements and YouthBuild training, such as post-secondary

expectations and outcomes, case management, and YouthBuild sustainability. Note: This was the first time in noted history that any DOE

affiliated partner attended a YouthBuild Fundamental training.

SHOUT OUT DREAMS: Camille Grell

& Augustine Osondu.

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VOLUME 2/ ISSUE 29

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The Ac7onNYC legal clinic at Schermerhorn

I just wanted to share that 18 students received free legal consulta7ons today at P2G/LYFE Schermerhorn Street thanks to our partnership with MOIA's Ac7onNYC program in collabora7on with Catholic Chari7es. This was one of the most successful legal clinics we've hosted this year as a result of significant staff involvement across sites listed below. I am so happy to say that of the 18 students: • 3 brought parents and/or family members • 2 enrolled in COOP Tech • 4 are LYFE parents (1 wants to

enroll child in LYFE a[er speaking to another parent in wai7ng area)

• 1 P 2 G s t a ff m e m b e r accompanied student

We also provided referrals to the upcoming Key to the City resource fair for 5 students who did not get to meet with a^orneys due to limited human capacity. A sincere THANK YOU to AP Mancuso, Ac7onNYC staff, and individual staff members!

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Weekly Brief

April 7, 2017

Superintendent’s Remarks: By Dr. Timothy Lisante Good Friday Morning. Bright Spots/ Visits of the Week

STUDENT ACHIEVEMENT EQUITY

This week I visited a site which had 57% increase in HSE graduates with disabilities, congratulations to P2GK/SI @ Schermerhorn Street students, faculty, Principal Michelle Robinson and AP Thomas Mancuso.

Also this week at this site, 18 students from Bk and Manhattan sites received free legal consultations thanks to D79’s partnership with Mayor’s Office of Immigration Affairs ActionNYC program in collaboration with Catholic Charities. This was one of the most successful legal clinics we've hosted this year.

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THANK YOU MR. VASQUEZ

MR. VASQUEZ HELPING OUT STUDENTS ON THEIR GRADUATION REQUIREMENTS

AND MOCK JOB INTERVIEWS.

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ARTICLE OF THE WEEK:

HOW DO YOU FEEL ABOUT THIS? EMAIL ME AND LET ME KNOW.

OUR NEW THEMATIC UNIT

“PAY IT FORWARD” Objective: SWBAT model exponential growth and contrast it to linear growth

Start Up 10 min We launch the investigation almost immediately and ask the class, "can you change the world?" We follow by showing the trailer for the movie Pay it Forward. The trailer shows a clear idea of what it means to "pay it forward."

After the clip shows, I would ask students to rephrase what it means to "pay it forward" and outline the discussion on the board.

Paying It Forward:

1. Help three people

2. Those three people help three other people

I would ask students to take 2 minutes and draw a visual of this process.

"Imagine you tried this. What would you do? How much of an impact would it have. Write out three ideas you have to help others and draw a model that represents what happens if they pass it on and then the next group passes it again. How many people will you have impacted?"

After they have had a chance to reflect, I ask students to share. I want them to use their mathematical model to make a social argument.

"Would paying it forward make a difference? How do you know?"

This is a discussion around would could happen and what students think would happen if they tried to pay it forward. This is not a debate with a correct or even predictable result, it is a chance to spend about 5 minutes sharing ideas around the concept of paying it forward. The more they talk about it, the more they will be ready to work on the math surrounding the concept.

https://youtu.be/_pCtXRP1edo



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Investigation 30 min

I like to give students plenty of room in this investigation, since I want them to find a way to naturally reach an exponential model. The question I ask is, "Could paying it forward reach everyone in the world?" Specifically, I will offer them two paying it forward models.

Model 1: Help 3 and have those people help 3 others (like the movie)

Model 2: Help 3 every day.

Optional Extensions:

Get a group of 1000 people together who will help 3 people each day. Is this a stronger model than the one in the movie. Why?

If you have a group of people willing to help 3 others each day, how large would the group need to be to reach everyone in the world in 21 days?

After I present the models and prompts, I ask students, "What do you need to solve this problem?" Students need to know how paying it forward works (which we discussed at the start) and the current world population. They also need to have a time frame for how long it takes to complete a "good deed." This depends on what they consider acceptable as a "good deed" and what they consider to have an impact.

Does it count if you buy someone lunch?

Does it have to be something they can't do for themselves?

How loosely do we define "helping someone out"?

I provide all the tools needed to solve this problem. I give them the population number (displaying the link on the projector) and have a station with graph paper, graphing calculators, etc.

As I circulate, I will nudge students toward functions, graphs and tables, but only if they don't have another working algorithm. For example, if they really like drawing a tree to represent the growth of paying it forward, I would ask them to look at a smaller population before they approach the population of the entire world. I wouldn't discourage them from their algorithm, since the tree diagram will help them make sense of this problem in a way that is natural for them.

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Summary 20 min During their investigation, I like to record ideas and quotes from the class. I start off the summary by sharing some of the more compeling student ideas and use these to launch a quick conversation. For example, a student might say, "If everyone followed through, this wouldn't take long at all." I would ask the class if they agree and how they could know. Students would share their approaches in tables, graphs, functions, etc. We would discuss the equation y = 3^x with questions like, what does x represent? What does y represent? How does this connect to the columns in a table and the axis in a graph?

For students who graphed the function by hand, I would show their work, demo it on the graphing calculator and extend it by using Desmos and other online graphing calculators. I like to discuss the meaning of the intersection points and the reasoning as to why exponential growth is so much greater than linear growth.

I might do this by simply showing a multiplicative (exponential) vs. an additive (linear) model and comparing the slopes in the linear and exponential paying it forward models.

exponential

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3x3

3x3x3

linear

3

3+3

3+3+3

With the graphs, tables and functions shared, I would ask students to summarize how they can recognize an exponential relationship. They could respond in a variety of ways, but I would quote students around the following ideas:

1. Linear functions make straight lines and exponential functions make "curves"

2. Exponential functions can grow a lot faster than exponential functions.

3. Linear functions have a constant rate of change or slope. Exponential functions do not

4. Linear functions look like y = mx + b and exponential functions look like y = a^x

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‣4/7 SPRING BREAK BEGINS THIS AFTERNOON

‣4/17-4/18 TASC

‣4/20 ART SHOW “ANIMAL CRUELTY”

‣4/25-4/27 ORT

‣4/26-4/27 TASC

‣4/27 PAY IT FORWARD DAY

‣5/11 SCIENCE FAIR.

‣6/5 PROM


volume 2/ issue 29 april 7, 2017 p2g brooklyn north · volume 2/ issue 29 march 31, 2017 2017...

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