1 / 14

Out to Lunch 

Out to Lunch . The bill comes (the waitress didn’t give us separate checks!) “You are good in math, how much do we each owe?”.

kelton
Télécharger la présentation

Out to Lunch 

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. Out to Lunch  The bill comes (the waitress didn’t give us separate checks!) “You are good in math, how much do we each owe?”

  2. - What does good math instruction look like?- What are the challenges in developing a successful mathematics program at your school?- What support will your teachers need to be successful mathematics instructors?

  3. Solve Mentally One side of this square measures 13 inches. What is the perimeter of the square?

  4. What Should Math Instruction Look Like? • https://www.youtube.com/watch?v=Ihz-0pGmhLI#t=199

  5. What did you notice? What did the teacher do? What did the students do?

  6. Standards for Mathematical Practice

  7. The Alternative • https://www.youtube.com/watch?v=XnICFjDn97o

  8. Challenge #1 Focus On Reading Aka- our kids can’t be successful later in life if they can’t read. Success in early mathematics predicts success in: (a) later mathematics (b) later reading (c) oral language development (Duncan, 2007; Duncan & Magnuson, 2011; Lerkkanen et al., 2005) "

  9. Challenge #2 Complacency in our Country Regarding Mathematics

  10. What Can You Do? • What can you do at the school level to combat this complacency?

  11. Challenge #3 Capacity of our Teachers to Understand and Teach Mathematics Content and Pedagogy

  12. Teacher Capacity The picture is a neighborhood. For each section find the fractional value of the whole neighborhood.

  13. Extend understanding of fraction equivalence and ordering. 4.NF.1 Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

  14. What Can You Do? • What can you do to build the capacity of math teachers at your school?

More Related