Math /Algebra Talks Mental Math Strategies Math /Algebra Talks: Mental Math Strategies

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  • Slide 1
  • Math /Algebra Talks Mental Math Strategies Math /Algebra Talks: Mental Math Strategies
  • Slide 2
  • Session Goal To consider discussion-based activities that: Develop targeted CCSS Standards for Mathematical Practice (SMPs). Expand number sense to develop algebraic thinking. Build in formative assessment.
  • Slide 3
  • Session Outline Watch and discuss an elementary number talk. Try some number talks and algebra talks together. Understand the purpose and structure of number talks.
  • Slide 4
  • Key Components of Number Talks Classroom Environment and Community Classroom Discussions The Teachers Role The Role of Mental Math Purposeful Computation Problems
  • Slide 5
  • Overarching Goals of Number Talks Number Sense Place Value Fluency Properties Connecting Mathematical Ideas
  • Slide 6
  • Number Talks Whole-class activities centered around mental math tasks. Students explain and justify multiple solution strategies. Teacher acts as a facilitator. Time required: 5-10 minutes.
  • Slide 7
  • Lets try this problem: 26 + 27 Remember this is a mental math problem No paper or pencil
  • Slide 8
  • An Elementary Number Talk How would you mentally calculate. 32 x 15 ? Try to find the product in two or more ways.
  • Slide 9
  • Video Clip Classroom Discussions: Using Math Talk to Help Students Learn
  • Slide 10
  • Students find 32 x 15 How does this teacher Use wait time? Assess understanding? Record student thinking? Extend student thinking? How do these students Meet the Standards for Mathematical Practice? Show algebraic thinking? What aspects of this activity would you use in your classroom ? Which would you change ?
  • Slide 11
  • Slide 12
  • 712 813 Compare and explain your reasoning. 6 7 10 1 1 3 8 2 1 5 4 2 5 8 3 1 5 2 5 18 6 16 6 8 7 9 7 12 8 13
  • Slide 13
  • What Makes it a Math Talk as opposed to a Lesson? Understanding how numbers work, rather than learning various skills.Understanding how numbers work, rather than learning various skills. Empowers students to examine problems in their own way.Empowers students to examine problems in their own way. Short term practice toward long term goals.Short term practice toward long term goals. Increased difficulty levels - encourages students to find more efficient ways to solve problems.Increased difficulty levels - encourages students to find more efficient ways to solve problems. Never expect students to see the problem the teachers way.Never expect students to see the problem the teachers way. Not predictable.Not predictable. Dont replace current curriculum or lesson; only 10-15 minutes of each day.Dont replace current curriculum or lesson; only 10-15 minutes of each day.
  • Slide 14
  • Algebra Talks At the secondary level, build on number sense to make connections to algebra. Choose a topic and build a scaffolded string of mental math tasks. Examples: percents, function concepts, solving equations, and factoring patterns.
  • Slide 15
  • Percent String Find and compare each pair of numbers. Be ready to explain how you arrived at your answers. 60% of 40 and 40% of 60 25% of 80 and 80% of 25 5% of 110 and 110% of 5 n % of 100 and 100% of n Describe the pattern. Will this hold every time? Why?
  • Slide 16
  • Guess My Rule InputOutput
  • Slide 17
  • Guess My Rule InputOutput 1 2 -3 5 x 0 3 8 24 x 2 1
  • Slide 18
  • Equation String Use only mental math to find a value for the variable that makes the equation true. Be prepared to explain your solution.
  • Slide 19
  • Equation String x + 1 = 5 x + = 4 2 x + = 4 2( x + ) = 9 5.5 = 3 x + 2.5
  • Slide 20
  • Product String Estimate each product first. Do not calculate until told to do so!
  • Slide 21
  • Product String Estimate First 19 x 21 99 x 101 199 x 201 39 x 41 299 x 301 ( n 1)( n + 1)
  • Slide 22
  • Standards for Mathematical Practice 1. 1.Make sense of problems, and persevere in solving them. 2. 2.Reason abstractly and quantitatively. 3. 3.Construct viable arguments, and critique the reasoning of others. 4. 4.Model with mathematics. 5.Use appropriate tools strategically. 6.Attend to precision. 7.Look for and make use of structure. 8.Look for and express regularity in repeated reasoning.
  • Slide 23
  • Standards for Mathematical Practice 1. 1.Make sense of problems, and persevere in solving them. 2. 2.Reason abstractly, and quantitatively. 3. 3.Construct viable arguments and critique the reasoning of others. 4. 4.Model with mathematics. 5.Use appropriate tools strategically. 6.Attend to precision. 7.Look for and make use of structure. 8.Look for and express regularity in repeated reasoning.
  • Slide 24
  • How to Get Started Choose a topic, skill or problem that will be taught in the next two weeks. This will be your target. Choose a starter question. It should involve a prerequisite skill or topic. Make it accessible! How will you scaffold questions to build complexity towards the target? What tools will be available to students? What will you listen for in student responses?
  • Slide 25
  • Some Examples Talk Starters, and Targets Which is larger, 4/7 or 3/8? Find 13% of 30 mentally. I paid $54 for an item that was discounted 40%. What was my savings? Write a numerical expression equal to 46. Find as many as you can. Write an equation equivalent to x = 6. Find as many as you can. Estimate the number of hairs on your head. ( x 7)( x + 2) = 0 Simplify Use estimation. Suggest the equation of a parabola passing through the points below:
  • Slide 26
  • Benefits of Math Talks Clarify thinking (MP 1,2). Consider and test other strategies to see if they make sense (MP 1). Investigate and apply mathematical relationships (MP 2,3,7,8). Build a repertoire of efficient strategies (MP 1,3,5,8). Make decisions about choosing efficient strategies for specific problems (MP 5,7,8 ).
  • Slide 27
  • Teachers dont always understand the students thinking. Its OK to say, Id like to study this further and get back with you.
  • Slide 28
  • When kids listen to each other, they understand it better than when they hear it directly from me. It makes more sense to themI really see a lot of learning going on by children listening to the other children, I really do. I mean I see some of the slower kids really picking up on conceptsreally learning a lot from listening to other kids. Susan Gehn, first and third-grade teacher Childrens Mathematics, CGI (98)
  • Slide 29
  • Thank you! Teachers are the key to changing the way students learn mathematics -Dana and Yendol-Silva
  • Slide 30
  • Questions? Contact us : Madeleine Jetter Department of Mathematics Cal State University, San Bernardino mjetter@csusb.ca.edu Vicky Kukurda Instructional Services Riverside County Office of Education vlkukuruda@rcoe.us
  • Slide 31
  • Recommended Resources Chapin, OConnor and Anderson, Classroom Discussions: Using Math Talk to Help Students Learn. Math Solutions Anderson and Schuster, Good Questions for Math Teaching: Why Ask Them and What to Ask, Grades 5-8. Math Solutions Classroom Video Visits at www.insidemathematics.org www.insidemathematics.org Parrish, Sherry, Number Talks: Helping Children Build Mental Math and Computation Strategies, Grade K-5. Math Solutions.

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