Improving Access to Mathematics: Strategies for Intermediate Students

1. Presented by Heather Sparks, NBCT2009 Oklahoma Teacher of the Year Improving Access to Mathematics: Strategies for Intermediate Students

2. What makes math difficult? • Lack of prior knowledge • Missing foundational skills • Limited experiences with “doing” math • “One right answer” approach • “Permission” to be “bad” at math • Others?

3. STRATEGIES:1. Constant exposure to meaningful math Every day, provide meaningful math investigations through manipulatives, games, puzzles, and stories. Content example: True Blue Love Box Company

4. True Blue Trina wants to win a goldfish at the carnival. In order for her to win, she needs to pick 2 blue tiles out of the “True Blue prize bag,” without looking. If the prize bag contains 3 blue tiles and 3 red tiles, what is the probability of winning the game? Predict the number of wins you will get in 40 trials. Then, conduct the trials and record the outcomes.

5. Love Box Company Love Box Company wants to create a box that holds 12 cubic inches. Each square inch of cardboard costs the company $.005. What are the dimensions of the least expensive box the company can create?

6. STRATEGIES:2. Allow students to verbalize their thinking Every day, expect students to explain their thinking. Content example: Sense & Nonsense Roller Derby

7. Sense & Nonsense • Mr. Bragg says he’s right 100% of the time. Is he bragging? Why? • The Garcia family ate out last Saturday. The bill was $46. • Would a 50% tip be too much to leave? Why? • Ellen loaned Me’Shell one dollar. She said the interest would be • 75% a day. Is this a pretty good deal for Ellen? Why? • Daniel missed 10 problems on his science test. Do you think his • percentage is high enough for an A? Why? • Rose has a paper route. She gets to keep 25% of whatever money • she collects. Do you think this is a good deal? Why?

8. Roller Derby Organize 12 beans on your game board by placing them under the number(s) representing each sum I will most likely roll. Each time the dice are rolled, if you have a bean under that sum, you Can remove the bean. The first person to remove all his/her beans Is the winner.

9. STRATEGIES:3. Provide for meaningful use of manipulatives Manipulatives should be available and integrated into relevant math lessons. Content example: Squares & Staircases Extend & Explain

10. STRATEGIES:4. Help students develop “bridge” tools Students should be taught specific strategies to improve memory and understanding Content example: Order of Operations Chant Integer Song

11. Order of Operations Cup Chant Paren- theses clap clap Ex- po- nents tap tap tap (the top of the cup) Multi ply, Divide clap grab cup’s bottom, pick up and move cup right Add, Subtract clap grab cup with thumb side down Left to right, Bring open mouth of cup to left hand touch bottom of cup to table Order’s Transfer cup to left hand by grabbing the bottom of the cup on your side! Right hand slaps table Left hand crosses over & puts cup down

12. Integer Song (Tune: Row, Row, Row Your Boat) Same signs, add and keep Different signs, subtract Keep the sign of the larger number Then you’ll be exact!

13. STRATEGIES:5. Create “reference” resources Students should maintain a math journal to record and store math resources. Content example: Academic Vocabulary Flippy Exponent rule foldable

14. Integer Rules Foldable • What patterns do you notice? • A. a3 a2 = a5 • a4 a3 = a7 • a5 a1 = a6 • a3 a5 = a8 • a6 a7 = a13 l l l l l

15. Integer Rules Foldable • What patterns do you notice? • m5 • m2 • m7 • m3 • m10 • m4 • m6 • m4 = m3 = m4 = m6 = m2

16. Integer Rules Foldable What patterns do you notice? 24 23 22 21 20 2-1 2-2 2-3 2-4 =16 = 8 = 4 = 2 = = = = =

17. Comments & Questions? This presentation and other resources are available at www. hisparks.com