Meaningful Math Integration in a STEM Unit

1 / 26

# Meaningful Math Integration in a STEM Unit

## Meaningful Math Integration in a STEM Unit

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
##### Presentation Transcript

1. Meaningful Math Integration in a STEM Unit

2. Where is the math?

3. Teachers tend to lean toward: • Math that came with the activity • Math in their comfort zone • Math based on data collection

4. Focus on rich, core-based activities that will support grade level skills and standards.

5. Elissa Called….

6. Maryland Frameworks Reference Cards

8. www.wordle.net

9. What do we know about effective mathematics instruction?

10. Alignment of Standards for Math • Operations and Algebraic Thinking (OA) 2. Number and Operations in Base Ten (NBT) 3. Measurement and Data (MD) 4. Geometry (G)

11. Where Do the Butterflies Go?

12. Day 1: LouisianaPlace the data chart in your notebook

13. Day 1: Louisiana Math Activities: • Arrange tagged and untagged butterflies in arrays • Skip count • As a whole group, discuss and write a story problem. • Share other possible strategies

14. In this activity, what other skills are students developing that are not in the standards for this grade?

15. Day 2: Tennessee

16. Day 2: Tennessee Math Activities: • Record untagged butterflies and butterflies caught (pictures). • Use strategies to find the unknown amount of tagged butterflies • With a partner, discuss and write a story problem. • Share other possible strategies

17. Day 3: Maryland

18. Day 3: Maryland Math Activities: • Record tagged butterflies and butterflies caught (number). • Use strategies to find the unknown amount of untagged butterflies • Individually write a story problem, then share with a partner. • Challenge students to write a put- together and a take-apart problem. • Share other possible strategies

19. Language Arts Possibilities Twitter Template

20. Where Do the Butterflies Go?

21. In which direction do butterflies seem to be migrating in the spring? How do you know? Use your map, data and observations to support your answer.

22. How did we see effective math practices in these activities?

23. How could we adapt this activity to fit another grade level? Or…… How could we adapt this activity to meet another standard for 2nd grade math?