developing higher level thinking and mathematical reasoning
DESCRIPTION
Developing Higher Level Thinking and Mathematical Reasoning. Mathematical Reasoning. The process of problem solving involves Making conjectures Recognizing existing patterns Searching for connections to known mathematics Translating the gist of a problem into mathematical representation. - PowerPoint PPT PresentationTRANSCRIPT
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Developing Higher Level Thinking
and Mathematical Reasoning
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Mathematical Reasoning
The process of problem solving involves Making conjectures Recognizing existing patterns Searching for connections to known
mathematics Translating the gist of a problem into
mathematical representation
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Mathematical Reasoning Putting together different pieces of
information
Developing a range of strategies to use
Verifying the correctness of the solution
Applying skills that require and strengthen student’s conceptual and procedural competencies
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Connecting to and building on students’ prior knowledge Multiplication Division
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Multiplication
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Multiplication Word Problems
John has 4 bags of cookies. In each bag, he has 2 cookies. How many cookies does he have?
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Multiplication Word Problems
There are 5 rows in a class. Each row has 3 desks. How many desks are in the class?
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Multiplication
What does 3 x 2 mean?Repeated addition 2 + 2 + 2
Skip Counting by 2’s – 2, 4, 6
3 groups of 2
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Multiplication
3 rows of 2
This is called an “array” or an “area model”
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Advantages of Arraysas a Model
Models the language of multiplication
4 groups of 6or
4 rows of 6or
6 + 6 + 6 + 6
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Advantages of Arraysas a Model
Students can clearly see the
difference between (the
sides of the array) and the
(the area of the array)7 units
4 u
nit
s
28 squares
factorsproduct
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Advantages of Arrays
Commutative Property of Multiplication
4 x 6 = 6 x 4
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Advantages of Arrays Associative Property of
Multiplication
(4 x 3) x 2 = 4 x (3 x 2)
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Advantages of Arrays
Distributive Property
3(5 + 2) = 3 x 5 + 3 x 2
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Advantages of Arraysas a Model
They can be used to support students in learning facts by breaking problem into smaller, known problems For example, 7 x 8
7
835
35
21
= 56+ 7
844
28
28 = 56+
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Teaching Multiplication Facts
1st group
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Group 1
Repeated addition Skip counting Drawing arrays and counting Connect to prior knowledge
Build to automaticity
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Multiplication
3 x 2
3 groups of 2 12
34
56
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Multiplication
3 x 2
3 groups of 22 4 6
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Multiplication
3 x 2
3 groups of 2
2 + 2 + 2
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Multiplying by 2
Doubles Facts 3 + 3 2 x 3
5 + 5 2 x 5
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Multiplying by 4
Doubling 2 x 3 (2 groups of 3) 4 x 3 (4 groups of 3)
2 x 5 (2 groups of 5) 4 x 5 (4 groups of 5)
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Multiplying by 3
Doubles, then add on 2 x 3 (2 groups of 3) 3 x 3 (3 groups of 3)
2 x 5 (2 groups of 5) 3 x 5 (3 groups of 5)
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Teaching Multiplication Facts
Group 1 Group 2
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Group 2
Building on what they already know Breaking apart areas into smaller known
areas Distributive property
Build to automaticity
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Breaking Apart
4
7
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Teaching Multiplication Facts
Group 1 Group 2
Group 3
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Group 3
Commutative property
Build to automaticity
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Teaching Multiplication Facts
Group 1 Group 2
Group 3 Group 4
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Group 4
Building on what they already know Breaking apart areas into smaller known
areas Distributive property
Build to automaticity
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Distributive Property
Distributive Property: The Core of Multiplication
Teaching Children MathematicsDecember 2013/January 2014
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Multiplying Larger Numbers
23x 4
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Using Arrays to Multiply
23x 4
4 rows of 20
4 rows of 3
= 80 = 12
80 12 92
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Using Arrays to Multiply
23x 4
4 rows of 3
4 rows of 20
= 12 = 80
12 80 92
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Multiplying Larger Numbers
34x 5
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So what happens when the numbers are too large to actually build?
Multiplying Larger Numbers
73x 8
70 3
560 248
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Multiplying Larger Numbers
257x 6
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Using Arrays to Multiply
Use Base 10 blocks and an area model to solve the following:
21 x 13
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Multiplying and Arrays
21 x 13
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31 x 14 =
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Partial Products
31x 1430010
120 4434
(10 30)
(10 1)
(4 30)
(4 1)
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Partial Products
31x 14
412010
300434
(4 1)
(4 30)
(10 1)
(10 30)
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Pictorial Representation
84x 57
80 + 4 50
+
7
50 804,000
50 4
7 80 7 4
200
560 28
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Pictorial Representation
30 + 7 90
+
4
90 302,700
90 7
4 30 4 7
630
120 28
37x 94
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Pictorial Representation
347x 68
300 + 40 + 7 60
+
8
18,000
2,400 420
2,400 320 56
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Multiplying Fractions
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0 1 2 3 4 5 6
3 x 2 Three groups of two
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Multiplying Fractions
Remember our initial understanding of fractions of fractions
Another way to write this is
61
61
61
61
61
65
65
6
15
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Multiplying Fractions
What do we normally tell students to be when they multiply a fraction by a whole number?
21
3
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0 1/2 2/2 3/2
4/2
3 x ½ Three groups of one-half
1(1/2) 2(1/2) 3(1/2)
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| | | | | | | | |
0 1 2
324
)2(431
318
38
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| | | | | | | | |
0 1 2
)3(241
416
46
432
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Multiplying
83
5 65
3
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Fractions
2 35 3
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Division
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Using Groups
John has 20 candy kisses. He plans to
share the candy equally between his 5
friends for Valentine’s Day. How many
kisses will each friend get?
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Using Groups
Jane made 24 cookies and each of her
Valentine’s Day boxes holds 6 cookies.
How many boxes can she make?
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Difference in counting? Measurement
4 for you, 4 for you, 4 for you
…And so on Like measuring out an amount
Fair Share 1 for you, 1 for you, 1 for you, 1 for you 2 for you, 2 for you, 2 for you, 2 for you
…And so on Like dealing cards
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Multiplication
KNOW:
Number of Groups AND Number in Each Group
FIND:
Total Number of Objects
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Division
KNOW:
Total Number of Objects
Number of Groups OR Number in Each Group
FIND:
Number in Each Group Number of Groups
Fair Share(Partitive)
Measurement(Quotative)
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Fair Share Division
What does 6 2 mean?6 split evenly into 2 groups
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Measurement Division
What does 6 2 mean?6 split into groups of 2
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Division
What does 6 2 mean?Repeated subtraction
6-24
-22
-20
1 group
2 groups
3 groups 3 groups
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Using Arrays
5
? 15
244
?
3
6
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Division
95 4
How many tens can you place in each group? How many tens does that use up? How many are left? Trade the leftover tens for ones.
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Division
95 4
How many ones do you have now? How many can you place in each
group? How many ones does that use up? How many are left?
So we were able to put 23 in each group with 3 leftover (23 R3)
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Division
435 3
Build the number 435 using base 10 blocks
How many hundreds can you place in each group? How many hundreds does that use up? How many are left? Trade the leftover hundreds for tens.
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Division
435 3
How many tens can you place in each group? How many tens does that use up? How many are left? Trade the leftover tens for ones.
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Division
435 3
How many ones can you place in each group? How many ones does that use up? How many are left?
So we were able to put 145 in each group with none leftover.
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47 ÷ 66 Groups
6 ) 47 1
23
61218
Can I put at least 3 in each group?
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47 ÷ 66 Groups
6 ) 47 1
23
61218
6 groups of 3 uses ___ pieces.
3–1829
How many pieces are left?Can I put 3 more in each group?
18
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47 ÷ 66 Groups
6 ) 47 1
23
61218
6 groups of 3 uses ___ pieces.
3
3
–1829
–1811
How many pieces are left?Can I put 3 more in each group?
18
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47 ÷ 66 Groups
6 ) 47 1
23
61218
How many more can I put in each group?
3
3
1
–1829
–1811– 6
5How many pieces are left?Can I put any more in each group?
6
6 groups of 1 uses ___ pieces.
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47 ÷ 66 Groups
6 ) 47 1
23
61218
3
3
1
–1829
–1811– 6
5
7 R5
We have __ in each group with ___ left
57
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Expanded Multiplication Table
123
5
8
6 Groups
1’s 10’s 100’s6
1218
30
48
60120180
300
480
60012001800
3000
4800
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338 ÷ 77 Groups 7)
338 123510
714213570
I can make 7 groups of at least 10.
70140210350
Can I make 7 groups of at least 100?
7 groups of 1 ten is 7 tens or ___
7 groups of 3 tens is __ tens or ___
7 groups of 2 tens is __ tens or ___
7 groups of 5 tens is __ tens or ___
1’s 10’s
So the answer is between 10 and 100
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338 ÷ 77 Groups7) 338
–210128 1
23510
714213570
70140210350
1’s 10’s
7 groups of 30 uses ___ pieces.How many pieces are left?Can I put any more tens in each group?
210 30
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338 ÷ 77 Groups7) 338
–210128– 70
58
123510
714213570
70140210350
1’s 10’s
7 groups of 10 uses ___ pieces.How many pieces are left?Can I put any more tens in each group?
70 10
30
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338 ÷ 77 Groups7) 338
–210128– 70
58– 35
23
123510
714213570
70140210350
1’s 10’s
7 groups of 5 uses ___ pieces.How many pieces are left?Can I put any more ones in each group?
35
10
30
5
How many ones can I put in each group?
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338 ÷ 77 Groups7) 338
–210128– 70
58– 35
23– 21
2
123510
714213570
70140210350
1’s 10’s
7 groups of 3 uses ___ pieces.How many pieces are left?Can I put any more ones in each group?
21
10
30
5
3
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338 ÷ 77 Groups7) 338
–210128– 70
58– 35
23– 21
2
123510
714213570
70140210350
1’s 10’s
10
30
5
3
We have ___ in each group with ___ left
48 2
48 R2
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932 ÷ 8
8) 9 3 21
813
1
852
6
4 84
R4
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879 ÷ 3232 Groups 32)
879 123510
326496
160320
320640960
1’s 10’s
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879 ÷ 3232 Groups 32)
879 123510
326496
160320
320640960
1’s 10’s20–
6402395–
16079– 64 2
15
27 R15
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Try a couple!
958 ÷ 4
5,293 ÷ 47
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So, what about dividing fractions on a number
line?
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0 1 2 3 4 5 6
6 2 =
The question might be, “How many 2’s are there in 6?”
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0 1/4 2/4 3/4 4/4 5/4 6/4 7/4 8/4 9/4 10/4 11/4 12/4
Draw a number line and partition it into ¼’s.
0 1 2 3
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0 1/4 2/4 3/4 4/4 5/4 6/4 7/4 8/4 9/4 10/4 11/4 12/4
0 1 2 3
“How many ¼’s are there in 1?”
41
1
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0 1/4 2/4 3/4 4/4 5/4 6/4 7/4 8/4 9/4 10/4 11/4 12/4
0 1 2 3
“How many ¼’s are there in 2?”
41
2
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0 1/4 2/4 3/4 4/4 5/4 6/4 7/4 8/4 9/4 10/4 11/4 12/4
0 1 2 3
“How many ¼’s are there in 3?”
41
3
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0 1/2 1
221
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0 1/2 1
321
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0 1/2 1
421