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The Game of Pig is a unit of instruction designed for 9th graders as part of the Interactive Mathematics Program (IMP) curriculum. Over the course of eight weeks we will work our way through this unit. Each week we will do a class activity together, then you will read part of the Teacher’s Guide for the unit and write a reflection based on my prompts.
Your Pig Portfolio will consist of eight sections, one for each week. Collect your Pig class activities and notes each week; these will constitute your artifacts for that section. Then, after doing the reading, write (word-process) a 1-2 page reflection, responding to my prompts and adding anything else you found important or interesting. Submit your completed portfolio for grading on October 17.
Here is the schedule for our study of Pig. Please do not work ahead on your own, but stay with the schedule as we move through the unit.
Date |
Class activity |
Reading (due this date) |
Reflection focus |
Writing prompts (due this date) |
8–22 |
Play Pig |
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- - - |
- - -
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8–29 |
Discuss key ideas |
Overview,
Day 1,
scan unit |
Problem solving |
What opportunities for problem solving do students have in this unit? How does this compare to the 9th grade math curriculum you’re most familiar with? What kinds of guidance or support does the unit provide to help students learn to be better problem solvers?
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9–5 |
One-and-One |
Days 2-14 (skim) |
Content analysis
Cooperative learning |
A. What are the most important mathematical concepts and skills that students are expected to learn in this unit? What should they already know and be able to do beforehand in order to be successful? What might they find confusing or difficult in the unit?
B. Cooperative learning is a key feature of the pedagogy of IMP. What principles and strategies does the Pig unit provide to help the teacher use cooperative learning successfully? Which of these principles and strategies might you try out in your own classroom? Why?
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9–12 |
Carrier’s Quandary |
Days 15-18 |
Learning theory |
Relate The Game of Pig to your readings in the text (Chapter 2) and PSSM (Teaching and Learning Principles). Specifically: Which (one or more) of the four main theories of learning does IMP seem to be based on? Why? In what ways does Pig incoporate particular features of various learning theories? (Be specific.) What questions or concerns does this approach raise for you? |
9–19 |
Little Pig |
Days 19-21 |
Connections |
In what ways does the Carrier’s Payment Plan sequence (Days 19-21) foster the development of mathematical connections for students? In what ways does The Game of Pig unit as a whole foster connections? |
9–26 |
Solve Pig |
Days 22-26 |
Representation |
The Representation Standard emphasizes the use of multiple representations (contextual, concrete, verbal, pictorial, and symbolic) to communicate mathematical ideas and to solve problems. Discuss how The Game of Pig incorporates these ideas; include specific examples. |
10–3 |
Pig Assessment |
Day 27 |
Motivation |
In what ways might The Game of Pig unit be motivating for its intended audience (high school freshmen)? In what ways might it have the opposite effect? How does it compare to standard first-year high school math curricula with regard to motivation? Be specific. |
10–10 |
Pig Analysis |
Days 28-32 |
Communication |
In what ways does The Game of Pig unit develop students’ mathematical communication skills? Consider various forms of communication, and include specific examples. |
10–17 |
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- - - |
Synthesis |
Choose three to five features or aspects of The Game of Pig that you could see yourself using in your own teaching. For each one, describe how you might incorporate it (be as specific as you can) and why you think it’s important.
Hand in your completed Pig Portfolio this class. |
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