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Learning Outcomes

Learning Outcomes. I can develop ideas to build conceptual understanding of math process for my students. I can understand and apply the C-R-A approach. Calculate. Are these equal?. 1 = 1 3. Which expression has the larger value?. 10 + x 10 x.

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Learning Outcomes

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  1. Learning Outcomes • I can develop ideas to build conceptual understanding of math process for my students. • I can understand and apply the C-R-A approach.

  2. Calculate

  3. Are these equal? 1 = 13

  4. Which expression has the larger value? 10 + x 10x • What are some possible answers that your students might give? • What do the different responses speak about what students know and are able to do?

  5. Why is math so hard? ? ?

  6. You have just got a summer job mowing lawns. You did a test run in your own yard and you mowed your yard in two hours. You plan on working 8 hours a day, how many lawns can you mow in one day? (Lawn sizes are the same)

  7. Fractions 1 ¾ divided by ½ Write a Story Problem to show what is happening with this expression. How would we teach this to our students?

  8. Division of Fractions American Approach • Flip and multiply • Answers don’t match • Confused dividing by 2 and ½ So what’s another approach?

  9. Bean Party 6 divided by ½

  10. For each Cup of Beans--- I get two portions if I divide by 1/2

  11. What if I divide by ⅓? • How would my diagram look? • How many portions would I have? • Why are my number of portions getting larger?

  12. Division of Fractions 1 ¾ divided by ½ Draw a model to represent and write a Story Problem to show what is happening with this expression. What was different writing a story this time compared to the beginning?

  13. Other Ways to Solve? • Do we always have to invert and multiply?

  14. So where does invert and multiply come from?

  15. Algorithms Algorithms without understanding… • Errors practiced and hard to break • Extensive practice time • Limited retention

  16. Algorithms Algorithms with understanding… • Conceptual development • Reduction in practice time • Extended retention and application

  17. Misconceptions • You will always divide the larger number by the smaller number • Every time you divide, your result will be smaller • Others?

  18. C-R-AApproach • Concrete • Manipulatives, real life, touch and see the math • Representational • Pictures, number lines, graphs, models, etc. • Abstract • Numbers and symbols

  19. Jigsaw Pick a topic from the list below, brainstorm ideas for how to teach this topic using the C-R-A approach. Will get in groups to plan and will then return to Home Group to share ideas.

  20. Math Tasks There is so decision that teachers make that has a greater impact on students’ opportunities to learn and on their perception about what mathematics is than the selection or creation of the tasks with which the teacher engages students in shaping mathematics.

  21. Fraction Puzzle • Determine the fraction of each puzzle piece • Reflection: • Prior Knowledge? • Access?

  22. Let’s Do Some Math

  23. Building procedural fluency from conceptual understanding A rush to fluency undermines students’ confidence and interest in mathematics and is considered the cause of mathematics anxiety

  24. Resources • sudds.co • Scaling Up Digital Designs Study through NC State • Learning Map • achievethecore.org • Coherence Map

  25. Don’t Forget... • All the resources you have.... • The more you do it, the better you will be • The more your students do it, the better they will be • What to do when you don’t know what to do? • Read, write, think, and talk in every class, every day • Know your stuff and know who you are stuffing

  26. Resources found on my website • Staff - 6-8 Math Resources - County PD - March 16th PD • Fill out Evaluation Enjoy the beautiful day!!

  27. Resources • NCSIP Math Foundations • Deborah Ball’s Math Summit • NCDPI Math Wiki • Sharon Griffin

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