Course 8 ReferenceJiJi Joins the Classroom: ST Math® as an Instructional Tool

A neuroscience and education social benefit organization

Connect to the ClassroomTest Drive > 2nd Grade > Equal Groups > Equal Groups > Tug Boat > Level 2

MN: Test Drive > 3rd Grade > Equal groups > Equal Groups > Tug Boat > Level 2

VA: Test Drive > Optional Objectives > Equal groups > Equal Groups > Tug Boat > Level 2

Choose: 1st puzzle with even number of boats in each row, 2nd puzzle with odd number of boats in some rows

Textbook Correlation Chapter: __________ Lesson: _______________________________________

ANALYZEPlay the game and analyze to uncover the math.

Visualization:

Boats are shown on either side of a bridge. Students must arrange the boats so there will be an equal amount of boats on each side. Too many boats on one side will exert more force on one side of the bridge than the other and the bridge will not open, but move to that side of the screen.

Math Concept(s):

• Using symmetry (initially) to create equal sized groups.• Finding different combinations of addends that have the same sum.• Counting and/or adding/subtracting to assess, adjust, and create equal sized groups.

CREATECreate a plan that includes questioning for higher order thinking and addresses how the game will be utilized.

What is the instructional objective for this lesson? Which puzzles will be used?

• Students find multiple ways to arrange boats; learning that even though the arrangements don’t look the same,they represent equivalent amounts.

• Students explain their reasoning to others and critique the reasoning of others.• Students model the mathematics using representations.• Use two puzzles from Level 2. First puzzle: each row has an even number of boats. Second puzzle: one row has

3 boats, one row has 1 boat, and the other rows have even numbers of boats.

Facilitating Questions:

• What do you have to do to make the bridge open?• How do you know the bridge will open if you choose this?• What do you have to move to make it work?• How can you show what you were thinking on your board/paper?• Why will/won’t that work?• Explain why you agree/disagree with ______’s solution.

Will students transition to the symbolic? If so, how will students connect the visualizations to diagrams and symbols?

Students will represent the boats in each line as an addend, writing an expression to represent all the boats on one side of the bridge. They will compare the two expressions from both sides of the bridge to see if they are equal.

EXPERIENCE AND EVALUATEAs active participants, students engage with the content of the lesson and display habits of mind of productive learners of mathematics.

1 MIND Research Institute ST Math® v12: Course 8

Connect to the Classroom

Test Drive > 5th Grade > Converting Measurements > Rate Objects > Level 1: choose puzzle with 6 of one object and 10 of another with 10 selection spaces for each object > Level 3: choose puzzle with 3 of one object and 12 of another, but only 5 selection spaces for each object

Textbook Correlation Chapter: __________ Lesson: _______________________________________

ANALYZEPlay the game and analyze to uncover the math.

Visualization:

A collection of two sets of objects are shown on the screen. At the bottom of the screen a selection set asks to represent the ratio as a fraction. Initially the same number of objects on the screen can be selected in the fraction notation bar. In later levels an equivalent ratio must be selected as there are not enough objects to match the ratio given.

Math Concept(s):

• Describe ratios as the relationship between two quantities.• Express ratios as fractions.• Find equivalent expressions for the same ratio.

CREATECreate a plan that includes questioning for higher order thinking and addresses how the game will be utilized.

What is the instructional objective for this lesson? Which puzzles will be used?

• Find the rate and/or an equivalent rate to describe the relationship between two quantities.• Students model the relationship between the two sets using pictures, numbers, and/or objects.• Explain reasoning to others and critique the reasoning of others.• First puzzle from level 1: 6 of one object and 10 of another object. Second puzzle from level 3: 3 of one

object and 12 of another object. Note: cubes or other markers may support student thinking.

Facilitating Questions:

• What do you have to do in this puzzle?• Why will/won’t that solution work?• How can you show what you were thinking on your board/paper/with these blocks?• Is there another way to represent that relationship? How would you describe it?

How do you know it is the same relationship?• Explain why you agree/disagree with ______’s solution.

Will students transition to the symbolic? If so, how will students connect the visualizations to diagrams and symbols?

Students will represent the same relationship with two different, but equivalent ratios using numbers. Students will be asked to connect the numbers to the objects and to share how they know the ratios are equivalent. Students will be asked to examine any patterns they notice in the numbers.

EXPERIENCE AND EVALUATEAs active participants, students engage with the content of the lesson and display habits of mind of productive learners of mathematics.

2 MIND Research Institute ST Math® v12: Course 8

3 MIND Research Institute ST Math® v12: Course 8

Grade level: _____________ Objective: __________________________________________

Game: _______________________________________________________________________________________________

Textbook Correlation Chapter: __________ Lesson: _______________________________________

ANALYZEPlay the game and analyze to uncover the math.

Visualization:

Math Concept(s):

CREATECreate a plan that includes questioning for higher order thinking and addresses how the game will be utilized.

What is the instructional objective for this lesson? Which puzzles will be used?

Facilitating Questions:

Will students transition to the symbolic? If so, how will students connect the visualizations to diagrams and symbols?

EXPERIENCE AND EVALUATEAs active participants, students engage with the content of the lesson and display habits of mind of productive learners of mathematics.

Connect to the Classroom

ST Math® v12: Course 8

Select a set of stacked objects that will be greater than, less than, or equal to a given set of stacked objects.

Test Drive > Kindergarten > Greater Than, Less Than, Equal to > More Less Parachute

Students explore the relationship between inputs and outputs using ratios within a visual model.

Test Drive > 3rd Grade > Multiplication and Division Situations > Fruit Monster

VA: Test Drive > 3rd Grade > Optional Objectives > Multiplication and Division Situations > Fruit Monster

Use the model to solve addition problems. Includes missing addend.

Test Drive > 1st Grade > Addition and Subtraction Situations with Unknowns > Addition and Subtraction Relationships > Pie Monster

Plot the combined length of a collection of rectangles on the number line.

Test Drive > 4th Grade > Mixed Numbers > Mixed Numbers on the Number Line > Scale Fraction

Describe the difference between two whole numbers using models as well as the words less, greater, and equal.

Test Drive > 2nd Grade > Addition and Subtraction Situations > How Many More?

Learn the meaning of and how to simplify expressions involving variables and parentheses.

Test Drive > 5th Grade > Using Parentheses > Multiplying with Parentheses

Kindergarten: More Less Parachute

Additional Game OptionsThird Grade: Fruit Monster

First Grade: Pie MonsterFourth Grade: Scale Fraction

Second Grade: How Many More?Fifth Grade: Multiplying with Parentheses

4 MIND Research Institute

ST Math® v12: Course 8

Select the number of increments, the length of the increment, or the total distance, when given the other two.

Test Drive > 6th Grade > Applying Rates and Ratios > Seed Worm

Test Drive > 6th Grade MSS > Applying Rates and Ratios > Seed Worm

Use a number line model to solve one-variable addi-tion equations, including equations with multiple instances of the variable.

Test Drive > 8th Grade MSS > Solving Linear Equations > Solving Linear Equations > Rolling Equation

Select a number of monster arms and mouths according the given ratio. In the last level, chose a ratio first and then select the parts.

Test Drive > 7th Grade MSS > Proportional Reasoning > Ratio Monster

Given a rate, plot equivalent rates on a graph.

Test Drive > High School Intervention > Unit Rates, Tables, and Graphs > Tables and Graphs > Monster Graphs

Sixth Grade and Sixth Grade MSS: Seed Worm

Eighth Grade MSS: Rolling Equation

Seventh Grade MSS: Ratio Monster

High School: Monster Graph

5 MIND Research Institute