Transcript 7.SP.C.8

th
7
Grade
MSP November 2015
Learning Targets
By the end of the session, we will be able to:
• Know how to deconstruct our focus
standard(s) to plan for instruction.
• Understand how to use scaffolding activities
and math tasks aligned to focus standard(s).
• Be able to integrate STEM to reinforce
understanding of focus standard(s).
Housekeeping
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Bathrooms
Lunch 11:00 -12:15
Future of MSP Trainings
Materials
Norms
Be an active participant.
Be mindful of air time.
Be mindful of sidebar conversations.
Use technology at appropriate times.
Agenda
• Vertical Alignment & Deconstruction
• MICA, MIST, OnTrac
• Scaffolding Instruction with Manipulatives
using Instructional Math Tasks
• MIST Practice Test Math Task (Instructional)
• Math and Science Integrated Activity leading
into a STEM Challenge
• Closing
MSP Wikispace
• http://msptennessee.wikispaces.com
Focus Standards
Math
• 7.SP.C.7 Develop a probability model and use
it to find probabilities of events. Compare
probabilities from a model to observed
frequencies; if the agreement is not good,
explain possible sources of the discrepancy.
• 7.SP.C.8 Find probabilities of compound
events using organized lists, tables, tree
diagrams, and simulation.
• 7.SP.C.8a Understand that, just as with simple
events, the probability of a compound event
is the fraction of outcomes in the sample
space for which the compound event occurs.
Science
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GLE 0707.4.2 Demonstrate
an understanding of sexual
reproduction in flowering
plants.
SPI 0707.4.2 Match flower
parts with their
reproductive functions.
GLE 0707.4.4 Predict the
probable appearance of
offspring based on the
genetic characteristics of
the parents.
SPI 0707.4.4 Interpret a
Punnett square to predict
possible genetic
combinations passed from
parents to offspring during
sexual reproduction.
Vertical Alignment
• Use the Vertical Progression Guide to
identify the vertical alignment of the focus
standards.
• Identify the implications across the grade
levels.
• Identify common student misconceptions.
• Each group will be given a part of the
standard to consider what students should
Know, Understand, and Be Able to Do.
Deconstruction/Collaboration
• 7.SP.C.7 Develop a probability model and use it to find probabilities
of events. Compare probabilities from a model to observed
frequencies; if the agreement is not good, explain possible sources
of the discrepancy.
• 7.SP.C.8 Find probabilities of compound events using organized
lists, tables, tree diagrams, and simulation.
– a. Understand that, just as with simple events, the probability of a
compound event is the fraction of outcomes in the sample space for which
the compound event occurs.
• Identify key components.
• What will the students need to Know, Understand, and Be
Able to Do in order to master the standard?
• What are possible misconceptions?
MS Scaffolding Document
Standards for Mathematical Practice
Mathematically
Proficient
Students…
Reflection
Private Think Time:
Why is it important to
deconstruct standards?
Shoulder Partner: Share
MICA
• Computer Time!
– Log in to MICA and work through all the
7.SP.C. problems as a student would.
– Look at answers.
MICA
• Activity: Bowtie
–Vocabulary
–Pre-Requisite Knowledge
–Possible Misconceptions
MIST
• Navigating the MIST site
• Problems on Practice Tests
• Be the Change Agent!
Your Turn: Using OnTrac
• Item types
• Depth of questions
• Create a formative assessment!
Be ready to start back at 12:15!
Conceptual Understanding of
Focus Standards
• Use manipulatives to work through
activities.
• How could you support struggling
learners?
• How could you extend advanced learners?
Integration of Focus Standards
Consider ways to integrate 7.SP into…
7.NS.A Apply and extend previous understandings of operations
with fractions to add, subtract, multiply, and divide rational numbers
7.EE.A
Use properties of operations to generate
equivalent expressions
7.EE.B Solve real-life and mathematical problems using
numerical and algebraic expressions and equations
Differences in Tasks
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INSTRUCTIONAL TASKS
Similar to discovery learning
or inquiry-based learning
Used to teach new
concepts/build on prior
knowledge
Must have multiple entry
points/solution paths
Involves students in math
practices
Uncovers students’
misconceptions
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ASSESSMENT TASKS
Often referred to PBA or
CRA
Used to assess what students
know
Should be objective with fewer
solution paths
Correct solutions will require
one or more math practices
Uncovers students’
misconceptions
Planning Process for
Instructional Task
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What are your mathematical goals for the lesson?
How do you think students will solve it?
What misconceptions do you think they will have?
What resources or tools does the student need?
How will the students record their work?
What questions will you ask to help the students
access prior knowledge and work through the
task?
Practice Test 1: TASK
• Break apart the task.
• Discuss the rubric.
• How do we promote success?
Challenge
Breeders and farmers have looked for ways to improve the quality of
their crops and herds for many years. Selective breeding (also called
artificial selection) is the process by which humans use
animal breeding and plant breeding to selectively develop particular
phenotypic traits (characteristics) by choosing which animal or plant
males and females will sexually reproduce and have offspring together.
Following the discovery of DNA structure in 1953, geneticists know
more about where genes for traits are located on chromosomes and
the inheritance patterns. Use your knowledge in genetics, probability,
and compound events to prepare a display for the Adventure Science
Museum explaining selective breeding ways to produce an offspring
with desired traits without tampering with its original DNA. Plan and
display all possible genetic combinations for your chosen trait(s) and
propose a plan that will most likely result in offspring with the desired
trait without manipulating its gene makeup.
Focus Standards
Math
• 7.SP.C.7 Develop a probability model and use
it to find probabilities of events. Compare
probabilities from a model to observed
frequencies; if the agreement is not good,
explain possible sources of the discrepancy.
• 7.SP.C.8 Find probabilities of compound
events using organized lists, tables, tree
diagrams, and simulation.
• 7.SP.C.8a Understand that, just as with simple
events, the probability of a compound event
is the fraction of outcomes in the sample
space for which the compound event occurs.
Science
•
•
•
•
GLE 0707.4.2 Demonstrate
an understanding of sexual
reproduction in flowering
plants.
SPI 0707.4.2 Match flower
parts with their
reproductive functions.
GLE 0707.4.4 Predict the
probable appearance of
offspring based on the
genetic characteristics of
the parents.
SPI 0707.4.4 Interpret a
Punnett square to predict
possible genetic
combinations passed from
parents to offspring during
sexual reproduction.
How are traits passed from parents to
the offspring?
Are all plants the same?
What is the probability of landing heads
or tails?
Math Possible
Pathways:
• Organized list
• Tree diagram
• Table
A Punnett square is
a tool used to
predict the possible
genotypes and
phenotypes for the
offspring of two
known parents.
PARENT’S GENES
In Science, we use:
PUNNETT SQUARES! PARENT’S GENES
PUNNETT SQUARE
The parents’ alleles go on
the OUTSIDE of the
square.
RR · rr
r
r
R
R
PUNNETT SQUARE
The parents’ sex alleles
go on the OUTSIDE of
the square.
XY · XX
X
X
X
Y
How are these genetic crosses
different?
Mendel’s Studies
Probability of a Compound Event
• A compound event consists of two or more
simple events.
• The probability of a compound event can be
calculated if its outcomes are equally likely to
occur.
Probability of a Compound Event or
Dihybrid Cross (Two Traits)
• A dihybrid cross involves a study of
inheritance patterns for organisms
differing in two traits. Mendel used a
dihybrid cross to determine if different
traits of pea plants, such as flower color
and seed shape, were inherited independently.
Dihybrid Cross
Monohybrid Cross
with Color Chips
Scenario 1
A polled Herford is a variety of
Herford cattle that lack horns. The
polled allele is dominant to the horned
allele. Cattle producers like the polled
trait for safety reasons. The breeder
crossed two polled cattle. After several
years, they have produced 8 calves: 6
are polled and 2 have horns.
• What are the genotypes of the
parents? Determine the phenotypic
and genotypic ratios of this cross.
What is the probability that a calf from
this cross will have horns?
Compound Event with
Color Chips
Scenario 2
Y
chromosome
X
chromosome
P- Polled allele
(dominant
trait)
p- Horned
allele
(recessive
trait)
A breeder bought a bull with horns at
an auction for a great price. To ensure
that the next generation of female
cattle are polled, what does he need to
do?
1. What are the possible female
genotypic combinations to be crossed
with the bull with horns?
_______ x
horned bull
_______ x
ppXY
2. What is the probability of producing
a female polled offspring? Show your
work by using an organized list, tree
diagram and/or table (Punnett Square)
for each possible cross.
Scenario 3
The skin of a tomato can be smooth or fuzzy like a peach. This
trait is controlled by one gene with two alleles, with the smooth
allele being dominant. The flesh color of tomato fruit can be
yellow or red. This trait is controlled by one gene with two
alleles, with red being dominant over yellow. A farmer takes the
pollen from a plant that makes tomatoes with peach fuzzy skin
and yellow flesh and crosses it with a plant that makes smooth
skin tomatoes with red flesh. Assume this second plant is
heterozygous for both genes.
• Can smooth skin with yellow flesh tomato plant be produced
from this cross? What is the phenotypic ratio? What is the
genotypic ratio?
Dihybrid Cross and
Compound Event
Practice with Color Chips
S- smooth
skin
Smooth skin and red flesh- both
heterozygous X
Fuzzy peach skin and yellow flesh
SR
s- fuzzy
skin
R- red flesh
sr
r-yellow
flesh
Sr
sR
sr
Reflection
• What is the purpose of applying math to
science content?
• How will you share this material with your
science teachers?
Three W’s
• What did I learn today and how do I plan to
share with others my learning of today?
• So What? (relevancy, importance, usefulness)
• Now What? (how does this fit into what
students are expected to do, does it affect our
thinking, can we predict where we are going)
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