1 / 13

Math Journeys

Math Journeys. Teaching through problem-solving. The problem-solving cycle. Review the table. What do you find interesting or puzzling? In what way are the phases of a problem-solving lesson like your current practice? In what way are they different? What seems especially challenging?

jalena
Télécharger la présentation

Math Journeys

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Math Journeys Teaching through problem-solving

  2. The problem-solving cycle • Review the table. What do you find interesting or puzzling? • In what way are the phases of a problem-solving lesson like your current practice? • In what way are they different? • What seems especially challenging? • Identify individually (or as a team) one or more aspects of TTPS that you would like to work on during Math Journeys and during your team’s lesson study cycle? • Note this in the goals section of the lesson plan template.

  3. Investigate fractions tasks • There’s something weird about fractions. If the numerator, which is the top, is the same, the bigger the denominator the smaller the fraction. • JORDAN, grade 5

  4. Try this: • Problem 1: • Estimate the answer to 12/13 +7/8. • You will not have time to solve the problem using paper and pencil.

  5. Student results

  6. Try this: • Problem 2: • Find two fractions between ½ and 1. • Write these on your paper.

  7. Student work • Look at the 6 examples of student work • Three are from students who learned fractions in a measurement context (Measure Up curriculum) • Three are from students who used a basal textbook

  8. Try this: • Problem 3: • Jim has ¾ of a yard of string which he wishes to divide into pieces, each 1/8 of a yard long. How many pieces will he have?

  9. Discussion • Now that you have solved three different fraction tasks and discussed student solutions: • Briefly summarize as a group your insights into the question • “What is difficult for students about fractions?”

  10. What is the student thinking? • Researcher: Which fraction is smaller? 6/4 or 6/5 • Chris: 6/4. Because 4 takes longer to get to 6 than 5 does.

  11. Models of the fraction ¾ • Each model has different strengths and shortcomings for building student understanding, and there is one single “best” model. • Ultimately, students will need to understand that ¾ can represent several very different situations. • What are the different situations?

  12. “Mystery strip” Activity • In this packet are a meter-length strip of paper tape and a mystery-length strip of paper tape. • Individually try to solve the following problem and then discuss your solutions as a group. • Without using standard measuring devices, express the length of the mystery piece (a fractional part of a meter) in meters. After you do the work individually, share your ideas about how students might solve the problem and what they might find challenging. What understandings of fractions would help students solve the problem?

  13. Video lesson: dr. akihiko Takahashi • Review the lesson in teams. • Watch the lesson. Take notes. • What are students understanding? What are their strategies? Are they interested in the lesson? • Write down the questions he asks students?

More Related