1. 2011 Math In Action Michele Belizaire William Biglands Jane Silva

2. Our Learning Goals • We will challenge our mathematical knowledge, skills, and understanding through problem solving • We will think, communicate, and apply mathematics by developing flexible, meaningful strategies and skills • We will display a productive disposition towards learning mathematics: • the appreciation that mathematics is important • the belief that with perseverance, each person can grow their math intelligence

3. Mathematics to Me • Arrange the activities on the Mathematics to Me template in categories related to mathematics, and justify how they categorized the activities mathematically. • Be ready to share your sorting rule.

4. Math Makes Sense 1003 - 998

5. Math Makes Sense 1003 - 998 1003 -998

6. Math Makes Sense 2 x 4 3 5

7. Math Makes Sense 2 x 4 3 5 2 x 4 = 8 3 5 15

8. Math Makes Sense 2 x 4 3 5 2 x 4 = 8 3 5 15 or 2 x 4 = 10 x 12 = 120 = 8 3 5 15 15 15

9. Math Makes Sense 200 x 300

10. Math Makes Sense 200 x 300 200 x300 000 0000 +60000 60000

11. Math Makes Sense We have two glasses. One is partly filled with water and the other is partly filled with milk. The levels of the liquids are equal. I pour a part of the milk in the glass filled with water and stir very well. After, I pour the same amount of the mixture back in the glass of milk. Is there more milk in the water or more water in the milk.

12. Math Makes Sense To Toronto by car. The tank is full. After driving 2/3 of the distance, there is 1/4 of the fuel left in the tank. Is there enough fuel to get to Toronto? How much is the shortage or overage? Explain.

13. The Math in Action Program • Math makes sense • Understanding exists on a continuum • Numbers are meaningless without words (Abstractions need to be “translated” to real-life or manipulative representations) • Patterns are changes that are predictable; relationships connect changes • Student-generated strategies demonstrate and communicate thinking and emerging understanding

14. The Math in Action Content • Number Sense and Numeration (Whole Numbers, Decimals, Fractions, Integers, Cartesian Plane) • Operational Sense • Proportional Relationships • Patterning and Algebra Represent / Model linear patterns and relationships

15. The Math in Action Schedule 9am-10:30am - Morning • Energizer Activity or Mini-lesson (15-20 minutes) • Problem 1 (60 minutes) 10:30am-10:45am - Break 10:45am-12:00pm - After Break • Energizer Activity or Mini-lesson (15-20 minutes) • Problem 2 (60 minutes) • Reflection(15 minutes)

16. We will return at Break

17. Part 1: Minds On 1 + 1 2 4 Choose the model you would use to solve this task. Explain. • Money • Clock • Double Number Line • Pick a Price • Array • Ratio Table

18. Part 1: Minds On 1 + 1 2 3 Choose the model you would use to solve this task. Explain. • Money • Clock • Double Number Line • Pick a Price • Array • Ratio Table

19. Part 1: Minds On 1 + 1 5 7 Choose the model you would use to solve this task. Explain. • Money • Clock • Double Number Line • Pick a Price • Array • Ratio Table

20. Part 2: Action It’s a Matter of Rates: Group Member 1 – Solve problem #2 using double number lines, #3 using unit rates, #4 using a ratio table and graph. Group Member 2 - Solve problem #3 using double number lines, #4 using unit rates, #2 using a ratio table and graph. Group Member 3 - Solve problem #4 using double number lines, #2 using unit rates, #3 using a ratio table and graph. Select different students to model their solutions using the different models/strategies for each question.

21. Part 3: Consolidation/Debrief Select different students to model their solutions using the different models/strategies for each question.

22. You’re Probably Wondering… • Site lead • Bins • Photocopy • Reports • Visits • Other?

23. Exit Slip: Leaf of Reflection Math tastes like… because…

24. We will return at

25. Energizer – Lights On, Lights Off There are 7 lights in a circle as shown below: The goal is to turn all of these lights on from the off position. Each light has a switch. The trouble is that the electrician didn’t use proper switches. When you press a switch, if a light is on it turns off, and if a light is off, it turns on. The electrician also made a mistake in wiring the switches. If you press the switch for one light, it not only changes that light, but also the lights on either side. Figure out a way to turn all the lights on?

26. Fraction Folds

27. The Math in Action Program • Review the content for your assigned day(s) • Do the math • Select one activity to lead for the group • Share ideas/tips for: • anticipated student responses • instructional sequence (i.e., prompting questions) • possible adaptations

28. The Math in Action Wiki • www.tdsb.wikispaces.com

29. The Math in Action Wiki • Your homework: • Visit our wiki • Begin a discussion (i.e., post your “tips”)