Boosting Math. Youcubed. Jo Boaler. Growth Mindset

1. Everyone can learn math to high levels

2. It is really important that you believe in yourself. Keep going!

3. Struggle and mistakes are really important.

4. Speed is not important. What is important is to think deeply and visually, make connections

In our classroom, a lot of the thinking and learning happens in random groups of three at vertical whiteboards.

A. Only one marker per group. Share the marker (every few minutes or problem).

C B. It's okay to erase mistakes, but don't erase someone else's work without permission.

C. Three roles: Write | Talker | Observer

D. The person writing cannot write any of their own ideas.

E. Groups are responsible for the learning of every member of the group.

An ice cream shop has ten flavors of ice cream. How many different two-scoop ice cream cones can you make?

One answer when order matters (i.e. cv is different from vc)

One answer when order does not matter (i.e. cv is the same as vc)

1. How does grading work?

2. What is a formative assessment?

3. What is a summative assessment?

To answer these questions, let's go to Google Classroom > Stream to look at our class' syllabus.

In a moment, I will pass yesterday's entry ticket back to you.

The first thing you want to do is glue it into your notebook. It is one of your learning archives.

Secondly, let's review some Level 3 work and discuss. If you scored a 1 or a 2, you are welcome to revise your original answer -- but I encourage you to leave your original answer (don't erase it, simply put a line through it and write your revised answer above, below or next to it)

I do make mistakes! Please check PowerSchool to verify that the number on your entry ticket is the same number I entered in PowerSchool.

Great job of creating statistical questions yesterday! I used your submissions to create our Get to Know Your Class Survey Part 1.

Click the link below to answer the first set of questions.

* Bonus: how do you know that the questions in this survey are statistical questions?

Here is the data we collected!

Today you will begin your first of three Renaissance STAR Math assessments (during your 6th grade year).

This is an adaptive test. Everyone has different questions. Sometimes a question will seem difficult (and you've never learned it). Do your best. If needed, guess. The software is trying to figure out your math level.

Don't rush. But don't go slow. Each question is timed: you have at most 3 minutes.

When finished, put your scratch paper (WITH YOUR NAME ON IT) in the basket in the back. You may read (SORA), draw, write, or do another quiet activity. Do not talk.

Please take everything off your desk except for something to write with and your chromebook. Go to Clever > Renaissance Star Math Benchmark

* To see your score: scroll down to the bottom of their Renaissance home page. Click on “Get email updates” then on Progress in upper right corner. Scroll all the way to the bottom of the page.

If you have not turned in your dot plot and histogram, please put it in the basket in the back of the room.

In a moment, I will pass yesterday's entry ticket back to you.

The first thing you want to do is glue it into your notebook. It is one of your learning archives.

Secondly, let's review some Level 3 work and discuss. If you scored a 1 or a 2, you are welcome to revise your original answer -- but I encourage you to leave your original answer (don't erase it, simply put a line through it and write your revised answer above, below or next to it)

The purpose of displaying data using a line plot, histogram, or box plot is so you can SEE the data visually. When you have a long list of numbers, it is hard to make sense of what is happening.

Once we have a line plot, histogram, or box plot; it is much easier to describe (make sense) the data. We can:

A. Identify trends and understand patterns

B. Predict the likelihood of seeing a value or range of values in the future

C. Make informed (more intelligent) decisions

Describe the shape of the data distributions.

Here are a list of common descriptions: "The data ..."

"is centered at... " or "has a cluster at..."

"has gaps at... " or "has peaks at... "

"is symmetric" or "is not symmetric"

"is skewed to the right (or left)"

"has a min of... and max of... which means a range of.... "

"has x values"

* I printed the list for you to glue into your math notebook

Vocabulary words and phrases for describing the distribution of a data set:

Cluster: where the data is grouped close together

Gap: a gap in the data where there are no values

Peak: most frequently occurring value (Bimodal data has two distinct peaks)

Range: how far apart the data points in a distribution are from each other. * The range is one way to describe the variability of the data

Shape: The overall pattern of the data, which can be symmetric (evenly balanced, like a bell curve) or skewed

Skewed data is data that isn't spread out evenly, creating a "tail" or slant on one side when you look at the display.

- Left Skew (Negatively Skewed): The tail of the graph points to the left.

- Right Skew (Positively Skewed): The tail of the graph points to the right.

Use the sentence starters and vocabulary words to describe the distributions.

1. Glue the sentence starters and vocabulary into your notebook.

2. CYUqs → Use your sentence starters and vocabulary to describe each of the data sets. Do in your notebook. You chose where you want to start. Check answers as you’re working. If you make a mistake, fix it. If you need help, get help. If someone else needs help, give help.

p897: 9, 10, 12a, 12b; p895: 1, 2; p894: 2 (Volume 2)

3. Stuck? Choose to persevere: review your thinking, try different approaches, ask for help, search