[NCTM] Adaptation

Greetings everyone! Below you’ll find resources and some sample tasks to potentially adapt in service of opening the beginning, middle or end. Whether you attended my session or not, let’s have a discussion in the comments about which task you would adapt and how you’d adapt it.

Adaptation NCTM _ title.001

[Slides] Adaptation NCTM

[Handout] NCTM_Adaptation_Krall


Adaptation NCTM _ framework.001

[Tasks to adapt]

physics example

Carnegie Gas Tank Task

which line is parallel example

online video games example

quadrilaterals example

Counterexample Task

Carpentry Problem

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19 Responses to [NCTM] Adaptation

  1. @jstevens009 says:

    WYR-ize… I love it.

  2. “A prototype of the Sydney Harbor Bridge is constructed before the actual bridge is built.” Put up real picture. Asked, “what do you need to know in order to construct the bridge?” Gave them the dimensions of the prototype” Asked them “how long is the deck?”. No conversions between prototype and actual have been given, that should push the conversation, hopefully. Give them facts about the bridge from a website including the height of the pylons. Students will have to determine the scale and find the approximate bridge deck length. Thoughts? I welcome feedback!!! 🙂

    • Geoff says:

      Hi Amanda, can you throw in a link to the original task? I have it from twitter, but I think it’d be great to get everyone else to be able to see it.


    • Geoff says:

      Hey Amanda, just getting back around to this. Really like the ideas here! Really like including the actual research components about the actual Sydney Bridge. Also really like the notion of having students ask (or brainstorm) what measurements they might need to produce the actual bridge.

      The original task (below) is quite confusing. I’m not actually 100% sure what it’s asking. That is, the original task seems to not incorporate the actual bridge. So I really like how you’ve altered it and connected it with the real thing (which is kind of the whole purpose of a prototype).

      • Anonymous says:

        The problem is a start to dilation a (grade 8) focusing on the scale factor before throwing it on a coordinate. My students did awesome! Completely sucked in. We measured my room to get an idea of just how tall it was in comparison to them.

      • Geoff says:

        That’s awesome! Great to hear!

  3. robertkaplinsky says:

    I wish I could have seen you expand on what you are calling “The Framework”. Is there a commentary you have to expand on it?

    • Geoff says:

      It’s basically just a hodge-podge of various adaptation modes (see the slides for reference) based on A) what part of the problem do you want to open – beginning, middle, end – and B) how long you actually have to spend planning and designing the task.

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  6. kstew says:

    Can you say more about “Ask Why It’s Important” strategy for opening the middle. I think I understand the rest from the deck. Thanks!

    • Geoff says:

      Sure. Basically I suggested folks take a step back from the problem and ask “Why it’s important?” That is, why might this standard be an important skill to have? In the case of Systems of Equations, I was seeing a lot of energy-effeciency type of problems, so it suggested to me there might be something there, hence the light bulb task.

      Does that make sense? Not sure I communicated that terribly well.

      — geoff

  7. kstew says:

    meant to say opening the beginning…oops!

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