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  • Lesson 5-3: Question

    Posted by Jon on May 1, 2019 at 11:58 am

    Your action item for this lesson is to think of a learning goal coming up in the next few days or weeks and use our learning goal progression template to not only record the learning goal and notes about that lesson, but also record future knowledge or future learning goals that are connected to this one. They might be the learning goal for the next day or even a learning goal a month or so away in your long range planning.

    Share your learning goals and any comments or questions you have here:

    Heidi Cheng replied 18 hours, 14 minutes ago 20 Members · 23 Replies
  • 23 Replies
  • Rachael Young

    Member
    January 4, 2022 at 7:47 pm

    I wrote a long and detailed post but it wouldn’t post

    • Jon

      Administrator
      January 6, 2022 at 9:04 am

      Sorry about that Rachael,

      I see you sent that post to us by email. Thanks for that. Could you try posting it here again?

  • Maria Reynaga

    Member
    February 24, 2022 at 7:07 pm

    We have to do linear planning to help students be successful!

  • Patricia Scheler

    Member
    March 3, 2022 at 3:33 pm

    New learning goal: 2.6(A) Model, create, and describe contextual multiplication situations in which equivalent sets of concrete objects are joined.

    Future knowledge: Students will use their knowledge of multiplication to solve problems dealing with area of a planned garden.

    Future knowledge: Students will use their knowledge of multiplication to create a wall with blocks. Students must know how many blocks they will need.

  • Stephanie Pritchett

    Member
    March 19, 2022 at 7:30 pm

    I teach 8th grade and I really liked the popcorn lesson. My learning goals consists of knowledge that comes before those addressed in the lesson. If I were to go back 3 learning goals from those in this lesson I would start with:

    1) Learn about coordinate plane/grid and ordered pairs and how to plot them, what does a point mean

    2) Learn what is a linear function. What is it look like in a table, graph, and equation.

    3) Learn about slope and y-intercepts

    a) relationship of lines with the same slope and different y-intercepts

    b) relationship of lines with same intercept and different slopes

  • Kerri Brodie

    Member
    March 22, 2022 at 8:54 pm

    Since I have been teaching at my school for over 20 years, I have taught almost every high school math class and some middle school math classes that we offer. That allows me to really know where the grade 9 students I am teaching this year are heading!

  • Tarini Arte

    Member
    March 25, 2022 at 2:41 am

    Our current unit for Geometry, this looks at the progression from potentially Grade 7 – 9 in these particular standards and how to build on prior knowledge.

  • Katrina van Lierop

    Member
    March 26, 2022 at 9:01 am

    My learning goal is to get students to connect changing rates with the graphical representation.(Higer rate = steeper slope etc)

    A future goal is to make connections to the various representations of a linear relation nd be able to change the equation to reflect the changing rate ot initial value

    Another future goal would be to make the connection to linear systems.

  • Jonathan Lind

    Member
    April 2, 2022 at 10:27 am

    So, this week 11th graders will be working on basic matrix operations. Future goals would be representing and solving systems of equations, and eventually working with pretty complicated probability systems using matrices. Thinking about these future goals helps me deal with questions about why we do matrices at all: to do a lot of calculations efficiently.

  • David McKnight

    Member
    April 4, 2022 at 1:06 am

    I just completed a unit with systems of linear and non linear equations. I really like the popcorn lesson for that as an activity, maybe even as an opener for the unit in my Honors 8 class. I ended up using another 3 act with the weights of glue sticks, pens and a few other items. The thing that I really like about the popcorn is that i focusses on rate and starting amount more. It seems like the popcorn one also gives a more open ended chance for students to strategize.

    • Kyle Pearce

      Administrator
      April 5, 2022 at 7:02 am

      What a great lesson. Glad you also like it! Best part is, we can often give students these types of problems upfront – without a video – and get much of the same benefit. Giving students a chance to think before being gifted an algorithm is so key. Nice work!

  • Lizann “Lizzie” Herrera

    Member
    April 7, 2022 at 5:51 pm

    New learning goal: Multiplying Decimals by Multiples of 10

    Future knowledge & understanding: Dividing decimals by multiples of 10

    Future knowledge & understanding: Estimate to multiply and divide decimals.

    • Kyle Pearce

      Administrator
      April 8, 2022 at 6:46 am

      Awesome. Have they already multiplied by tenths and divided by tenths? Could be a good precursor.

  • Dawn Oliver

    Member
    April 15, 2022 at 12:49 pm

    I have attached an image of a Learning Goal Progression to progress from Graphing systems of equations to Graphing systems of inequalities and Linear Programming problems.

  • Zorica Lloyd

    Member
    April 19, 2022 at 12:18 pm

    With students just beginning proportions, close learning goals will be looking at proportional relationships on tables and graphs. If I do a 3 act task we can talk about the multiple representations students use. Goals that are further away are slope, linear relationships, and systems.

  • Terry Hill

    Member
    May 25, 2022 at 11:53 am

    Looking forward from learning about solving equations, it will be a natural progression to two-step and multi-step equations, and eventually getting to systems (both 2 and 3 equations) so it is easy to see where to focus on with this, in my opinion.

  • Renee Holmquist

    Member
    June 21, 2022 at 11:53 am

    Transition from area unit to Surface area and Volume chapter.

  • Jared Sliger

    Member
    June 27, 2022 at 9:05 am

    This has made me realize I need to work on the vertical alignment of my 8th grade math classes with the HS. I know really well the classes below me. I don’t have a good feeling of what they will be needing and how those skills will prepare them.

    I included a lesson on solving 8th grade style equations and how it will be leveraged later.

  • Deanna Semyon

    Member
    June 28, 2022 at 9:58 am

    I believe that starting the year off with exponents in 8th grade for students who are 2-3 grade levels below (have learning disability in area of math) is quite a big task. I am not sure this is where I want to start.

  • Jacqueline Joseph

    Member
    June 28, 2022 at 7:21 pm

    I am noticing that pre-requisites are not linear and often encompass a wide range of strategies and concepts in other areas of Mathematics. I found an awesome site that does standard vertical and horizontal alignment for US Common Core standards at achievethecore.org. Although our state does not use the Common core standards, I feel this is a good starting point for looking forward and backward.

    • Kyle Pearce

      Administrator
      June 29, 2022 at 6:26 am

      Great resource share and notice about the non-linear progression of many math concepts. Math is certainly very complex making our jobs very challenging.

  • Heidi Cheng

    Member
    June 30, 2022 at 12:29 pm