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Read the first part of Chapter 5 (Proportional Reasoning). Read through (including) Visual Activities that begins on page 109.

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At the end of the fifth chapter, complete the following problems: 1 - 23

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This article serves as an introduction to this course - what it is about and why math classes need to change.

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This article serves as a continuation of our discussion about what role algorithms should play in supporting students in their development of math fluency.

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Click on the link below.  This will take you to an example of 'Which One Doesn't Belong'.  Make a comment on the second slide - pick 2 of the numbers and for each, give at least one reason why that number doesn't belong with the other three.

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This is an example of how a number talk might run in your class.

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This is Discussion Item #1 for Friday.

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Complete this assessment by Monday.

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This is Discussion Item #2 for Friday.

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Multiplying by Friendly 10's or 100's etc.

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Multiplying by Friendly 10's or 100's etc.

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James Tanton's Discussion of "What is Multiplication"

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James Tanton's Discussion of "What is Multiplication"

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This is worth your time.

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Complete this by Monday.

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These are the group assignments for Friday.

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Go to bw.voicethread.com, and use this PowerPoint to create a new VoiceThread. Make sure you share it with me (clane@bw.edu)

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Here is the PowerPoint that contains the assessment questions. Please complete via VoiceThread, or some other method that captures your writing and talking, by the end of the day Friday.

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You will likely read this article in your Diversity classes, but it is always worth a second read. This is a summary of research that helps explain why we need to be careful as educators not to accidently and unintentionally add to the bias that 'black is bad'.

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In 1994 magazine ran a controversial cover photo of O.J. Simpson's mugshot that, to some readers, seemed to have been intentionally altered to make Simpson's skin look darker than normal. Accompanied by the headline "An American Tragedy," Time was criticized for manipulating Simpson's appearance to make him seem menacing, and therefore more likely to be guilty of his accused crimes. People were so upset by the image that James Gaine, then the magazine's managing editor, issued a public apology.

Recent research suggests that people do have a proclivity to perceive someone with darker skin as more likely to have committed an immoral act, regardless of the person's race. Dubbing this tendency the "bad is black" effect, professor Adam Alter of New York University, along with three of his colleagues, conducted six studies showing a link between skin tone and perceptions of whether a person committed a criminal act.

In two initial studies, the researchers specifically looked at whether the media tends to run darker photographs of celebrities and politicians when writing about their transgressions. In one study, they created a database of online news articles about a set of highly popular White and Black celebrities, of both genders, during the time period 2011 through 2013. Trained research assistants coded a sample of the articles to determine whether the written content of each article was mostly negative, neutral, or positive. In addition, research assistants also coded the skin tone of the photograph accompanying each article on a scale ranging from dark to light. Since photographs can differ in a number of other important ways, the assistants also coded how well the photograph had been technically executed, for example, how fuzzy or clear the image appeared. In addition, they coded the overall quality of the celebrity's physical appearance in the photo, such as how well-dressed and put-together they seemed. After statistically controlling for the ratings of quality of the image, the researchers discovered a relationship between the written content of an article and the skin tone in the accompanying photograph: Articles containing negative content were more likely to appear alongside darker colored photographs.

In another study, the researchers replicated these with a set of news articles about politicians. After compiling a list of Black and White members of Congress and Cabinet members from 1997 through 2014, research assistants similarly coded the written content of the articles as well as the accompanying photographs. Once again, after controlling for ratings of quality and appearance of the photograph, negative articles were more likely to be run alongside darker colored images. This was true regardless of the politician's race or gender. Why would the media tend to choose darker photographs when writing about negative behavior? The answer may lie in a pervasive belief that darkness and badness tend to go together.

The researchers demonstrated this psychological link between darkness and badness by running several experiments where participants were asked to choose between headshots to identify a perpetrator. Online participants first examined two different grainy video surveillance images, alongside a brief sentence describing what the man in each image was doing either before or after the image was taken. For one image, they were told that the man had committed a virtuous act, such as risking his life to save someone, or establishing a charity for children. For the other image, they were told the man had committed an immoral act such as murder or abuse. After viewing each image and description, participants were shown two headshots of different men. One headshot had been artificially darkened and the other artificially lightened. Participants indicated which of the headshots represented the man who appeared in each surveillance image on a scale ranging from 1 (definitely Person A) to 6 (definitely Person B).

In addition to choosing between headshots, participants were asked to indicate the "color of the soul" of each man in the surveillance images. ("Soul color" could act as a metaphorical representation of how closely participants associate visual color with badness, apart from either skin tone or race.) Using a color spectrum ranging from black to white, participants clicked on the color shade that seemed to represent the color of the man's soul who had committed the moral act as well as the color of the man's soul who had committed the immoral act. Finally, the researchers measured participants' racial attitudes through a separate survey. Participants were asked how warmly they felt towards White Americans as well as towards various dark skinned minorities, such as African Americans and Muslim Americans.

The researchers found that participants who held more negative attitudes towards darker skinned minorities, such as African Americans, were more likely to choose the darker photograph when asked who committed the immoral act. This finding in itself is perhaps unsurprising. A more startling pattern emerged when the researchers analyzed people's headshot choices based on what "color" they thought the men's souls were. Even after statistically controlling for participants' racial attitudes, the researchers found that participants who thought the man who committed the immoral act had a darker colored soul were also more likely to think he had darker colored skin. In other words, regardless of race, dark skin was associated with evil in the minds of people who saw a link between darkness and badness.

Although psychologists have known for a long time that people associate dark skin with negative personality traits, this research shows that the reverse is also true: when we hear about an evil act, we are more likely to believe it was done by someone with darker skin. This "bad is black" effect may have its roots in our deep-seated human tendency to associate darkness with wickedness. Across time and cultures, we tend to portray villains as more likely to be active during nighttime and to don black clothing. Similarly, our heroes are often associated with daytime and lighter colors. These mental associations between color and morality may negatively bias us against people with darker skin tones. If this is true, it has far-reaching implications for our justice system. For example, eye witnesses to crimes may be more likely to falsely identify suspects who possess darker skin.

Overall, the "bad is black" effect only underscores the importance of finding ways to combat the various ways that our inherent biases can influence perceptions of guilt and innocence. Understanding the extent of these biases, as well as what may be causing them, represents an important first step.

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In 1994 magazine ran a controversial cover photo of O.J. Simpson's mugshot that, to some readers, seemed to have been intentionally altered to make Simpson's skin look darker than normal. Accompanied by the headline "An American Tragedy," Time was criticized for manipulating Simpson's appearance to make him seem menacing, and therefore more likely to be guilty of his accused crimes.

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Integer Additiona and Subtraction Practice

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Read Chapter Two (Fractions and Rational Numbers). Do not plan on reading this in one sitting, it is best to spread out the reading.

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At the end of the second chapter, complete the following problems: 5, 6, 10, 11, 13, 19, 20

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On Monday we will work to make sure you are ready for the next assessment which will include addition and subtraction with negative numbers and basic operations with deciamals.

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Today is fall break. Do something relaxing, but stay safe!

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This is assessment day. The assessment will be available by Tuesday of this week and is due today.

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Last month I posted The Progression of Multiplication hoping that a couple of friends and parents would find it helpful. Well, here's my stab at the progression of division. I understand that there's lots of ways to model division and this is only ONE of them.

Understanding the vertical progression of mathematics is really important in the conceptual development of everyone's understanding.

Hope it helps.

Stay thirsty my friends!

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Last month I posted The Progression of Multiplication hoping that a couple of friends and parents would find it helpful. Well, here's my stab at the progression of division. I understand th...

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Please complete this assessment by the end of the day Friday.

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Pattern Shapes by The Math Learning Center

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Students use Pattern Shapes to explore geometry and fractions, create their own designs, or fill in outlines. As they work with shapes, students think about angles, investigate symmetry, and compose and decompose larger shapes.

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Guide:
10 - orange
9 - blue
8 - orange
7 - black
6 - dark green
5 - yellow
4 - magenta
3 - lime green
2 - red
1 - white

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Read the first part of Chapter 5 (Proportional Reasoning). Read through (including) Visual Activities that begins on page 109.

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At the end of the fifth chapter, complete the following problems: 1 - 23

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Read Chapter 6 - Reasoning with Fractions.

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At the end of the sixth chapter, complete the following problems: 1, 2, 3, 5, 7

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Read Chapter 6 - Reasoning with Fractions.

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At the end of the sixth chapter, complete the following problems: 1, 2, 3, 5, 7

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Please complete by the end of the day Friday.

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Read Chapter 7 - Fractions as Part-Whole Comparisons (You will find a lot of the ideas in Chapter 6 repeated in this chapter.)

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At the end of the seventh chapter, complete the following problems: 1-3, 5, 7-11, 17, 18, 19-22, 24, 25

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Thanks for the making me smile!