{"id":4352,"date":"2022-04-09T15:22:41","date_gmt":"2022-04-09T15:22:41","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/?post_type=chapter&#038;p=4352"},"modified":"2022-04-10T19:09:23","modified_gmt":"2022-04-10T19:09:23","slug":"instructor-guide-1c-corequisite-support","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/chapter\/instructor-guide-1c-corequisite-support\/","title":{"raw":"Instructor Guide 1C: Corequisite Support","rendered":"Instructor Guide 1C: Corequisite Support"},"content":{"raw":"<em>While this support activity is designed for a face-to-face, synchronous delivery, it should be noted that supporting text and interactive examples have been embedded in the digital assignment page to assist asynchronous or hybrid course delivery and to be made more accessible to students performing make-up work.<\/em>\r\n<h2>Notes for synchronous active-learning delivery<\/h2>\r\nThe purpose of this corequisite support activity is to help students refresh their memories on simplifying fractions. This activity also serves the purpose of creating a welcoming but serious academic environment with expectations of achievement.\r\n\r\nYou may find the following suggested class-flow and content tips helpful.\r\n\r\nAs students arrive --\r\n<ul>\r\n \t<li>Greet students and hand them the support activity as they enter the room. Ask them to\u00a0begin working in pairs.<\/li>\r\n \t<li>To encourage students to start talking and working with their partners, ask\u00a0them to discuss Questions 1 and 2.<\/li>\r\n<\/ul>\r\nWhole-class discussion --\r\n<ul>\r\n \t<li>When most of the students have arrived, call the class together.\r\n<ul>\r\n \t<li>Explain that the\u00a0beginning of the worksheet may seem simple but is designed to build to more complex\u00a0concepts.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>In Question 2, Part D, students should note the chance of selecting a student with\u00a0brown eyes is much greater than any other color, so it is more likely that the randomly-selected student will have brown eyes.\r\n<ul>\r\n \t<li>If possible, take the opportunity to open up a\u00a0discussion about the possibility of the randomly-selected student having any of the other\u00a0eye colors.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>In Question 2, Part E, students may have difficulty dealing with equivalent fractions.\r\n<ul>\r\n \t<li>The\u00a0idea of simplifying, or reducing, fractions will be introduced in the next part of this\u00a0support activity, so if students struggle, it is OK.<\/li>\r\n \t<li>After a reasonable amount of struggle,\u00a0ask students to review the \u201cSimplifying Fractions\u201d section of this support activity.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\nCirculate through the class as students work in pairs --\r\n<ul>\r\n \t<li><span style=\"font-size: 1rem; orphans: 1; text-align: initial;\">Be prepared to explain the process of removing common factors to students who are\u00a0less prepared. <\/span><\/li>\r\n \t<li><span style=\"font-size: 1rem; orphans: 1; text-align: initial;\">When \u201cconverting to decimals,\u201d emphasize that the fraction symbol\u00a0represents division, so these fractions can be \u201ccomputed\u201d using a calculator. <\/span><\/li>\r\n \t<li><span style=\"font-size: 1rem; orphans: 1; text-align: initial;\">Students\u00a0may ask about repeating decimals. The idea of rounding will come up soon in this\u00a0course, but for now, just \u201ctruncate\u201d or stop writing the decimals after a while. Permit students to correctly use notation already familiar to them.<\/span><\/li>\r\n \t<li>While students may have had previous math classes where fractions always had to be\u00a0written in reduced, or simplified, form, it is fine to point out that both forms give helpful\u00a0information.\r\n<ul>\r\n \t<li>For example, having a proportion represented as 14\/24 is helpful when\u00a0trying to keep track of the actual counts involved. But, to easily compare proportions\u00a0that have come from different scenarios (like the students\u2019 eye colors versus the\u00a0teachers\u2019 eye colors), using simplified fractions or decimals might be more useful.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>","rendered":"<p><em>While this support activity is designed for a face-to-face, synchronous delivery, it should be noted that supporting text and interactive examples have been embedded in the digital assignment page to assist asynchronous or hybrid course delivery and to be made more accessible to students performing make-up work.<\/em><\/p>\n<h2>Notes for synchronous active-learning delivery<\/h2>\n<p>The purpose of this corequisite support activity is to help students refresh their memories on simplifying fractions. This activity also serves the purpose of creating a welcoming but serious academic environment with expectations of achievement.<\/p>\n<p>You may find the following suggested class-flow and content tips helpful.<\/p>\n<p>As students arrive &#8212;<\/p>\n<ul>\n<li>Greet students and hand them the support activity as they enter the room. Ask them to\u00a0begin working in pairs.<\/li>\n<li>To encourage students to start talking and working with their partners, ask\u00a0them to discuss Questions 1 and 2.<\/li>\n<\/ul>\n<p>Whole-class discussion &#8212;<\/p>\n<ul>\n<li>When most of the students have arrived, call the class together.\n<ul>\n<li>Explain that the\u00a0beginning of the worksheet may seem simple but is designed to build to more complex\u00a0concepts.<\/li>\n<\/ul>\n<\/li>\n<li>In Question 2, Part D, students should note the chance of selecting a student with\u00a0brown eyes is much greater than any other color, so it is more likely that the randomly-selected student will have brown eyes.\n<ul>\n<li>If possible, take the opportunity to open up a\u00a0discussion about the possibility of the randomly-selected student having any of the other\u00a0eye colors.<\/li>\n<\/ul>\n<\/li>\n<li>In Question 2, Part E, students may have difficulty dealing with equivalent fractions.\n<ul>\n<li>The\u00a0idea of simplifying, or reducing, fractions will be introduced in the next part of this\u00a0support activity, so if students struggle, it is OK.<\/li>\n<li>After a reasonable amount of struggle,\u00a0ask students to review the \u201cSimplifying Fractions\u201d section of this support activity.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Circulate through the class as students work in pairs &#8212;<\/p>\n<ul>\n<li><span style=\"font-size: 1rem; orphans: 1; text-align: initial;\">Be prepared to explain the process of removing common factors to students who are\u00a0less prepared. <\/span><\/li>\n<li><span style=\"font-size: 1rem; orphans: 1; text-align: initial;\">When \u201cconverting to decimals,\u201d emphasize that the fraction symbol\u00a0represents division, so these fractions can be \u201ccomputed\u201d using a calculator. <\/span><\/li>\n<li><span style=\"font-size: 1rem; orphans: 1; text-align: initial;\">Students\u00a0may ask about repeating decimals. The idea of rounding will come up soon in this\u00a0course, but for now, just \u201ctruncate\u201d or stop writing the decimals after a while. Permit students to correctly use notation already familiar to them.<\/span><\/li>\n<li>While students may have had previous math classes where fractions always had to be\u00a0written in reduced, or simplified, form, it is fine to point out that both forms give helpful\u00a0information.\n<ul>\n<li>For example, having a proportion represented as 14\/24 is helpful when\u00a0trying to keep track of the actual counts involved. But, to easily compare proportions\u00a0that have come from different scenarios (like the students\u2019 eye colors versus the\u00a0teachers\u2019 eye colors), using simplified fractions or decimals might be more useful.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n","protected":false},"author":25777,"menu_order":4,"template":"","meta":{"_candela_citation":"[]","CANDELA_OUTCOMES_GUID":"","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-4352","chapter","type-chapter","status-publish","hentry"],"part":4126,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4352","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/users\/25777"}],"version-history":[{"count":4,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4352\/revisions"}],"predecessor-version":[{"id":4455,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4352\/revisions\/4455"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/parts\/4126"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4352\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/media?parent=4352"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapter-type?post=4352"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/contributor?post=4352"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/license?post=4352"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}