Math Coaches

Resources and Supports

PresentersRoss Isenegger, Near North DSBJudy Dussiaume, Rainbow DSB

Focus on …

• increasing teachers’ content knowledge for teaching mathematics with a focus on key concepts/big ideas,

• increasing teacher awareness and use of effective instructional strategies and mathematics resources.

key concepts/big ideas

Key Concepts … Big Ideas

Consider the pattern 3, 5, 7, …What is the 100th term in this pattern?

Connections

Key Concepts … Big Ideas

Consider the pattern 3, 5, 7, …What is the 100th term in this pattern?

Representations3, 5, 7, …

numerical representation

concrete representation

Representations3, 5, 7, …

Representations3, 5, 7, …

Let’s build it.

How many cube links are in

Position 100?

Functions-based Approaches3, 5, 7, …

Is there a connection

between the Position Number

and the number of blue tiles?

0 2 4 6

Functions-based Approaches3, 5, 7, …

0 2 4 6

How many cube links are in

Position 100?

Functions-based Approaches3, 5, 7, …

0 2 4 6

1

2 x 100

Functions-based Approaches

100 x 2

1

Number of Tiles

= (Position Number) x 2 + 1

Representations

Number of Tiles

= (Position Number) x 2 + 1

Linear Relations

Number of Tiles

= (Position Number) x 2 + 1

y = mx + b

Manipulatives and Technologies

Number of Tiles

= (Position Number) x 2 + 1

y = 2x + 1

Manipulatives and Technologies

Number of Tiles

= (Position Number) x 2 + 2

y = 2x + 2

CLIPS

www.oame.on.ca

e-learning resources for Math 7-12

CLIPS

• Effective uses of manipulatives and technologies

• Effective questions

• Differentiated responses

• Interactive whiteboards

• TIPS

www.oame.on.ca

Key Concepts … Big Ideas

3, 5, 7, … ?

Key Concepts … Big Ideas

• Represent real life problems with mathematical models

• Use models to understand and solve problems

Noise Cancelling

Headphones

Mathematical Processes

• Problem solving• Reasoning and proving• Reflecting• Selecting tools and computational strategies• Connecting• Representing• Communicating

PLMLPs

• Questioning

• Dr. Marian Small

• February 25

THE POWER OF OPEN QUESTIONS

To find out student thinking, but include all students

A percent question

• You saved $6 on a pair of jeans during a sale.

• What could the original price and the percent off have been?

Using powers

• Write 88 as the sum of powers.

Some “opening up strategies”

• Start with the answer instead of the question.

• Ask for similarities and differences.

• Leave the values in the problem somewhat open.

Start with the answer.• The solution to the equation is x = 2. What is

the equation?• The difference of two fractions is 3/5. What

are the fractions?• The slope of the line is ¾. What points does

the line go through?• One side of a right triangle is 13 cm. What

are the other side lengths?

Similarities and differences.

• How are quadratic equations like linear ones? How are they different?

• How is calculating 20% of 60 like calculating the number that 60 is 20% of? How is it different?

• How is dividing rational numbers like dividing integers? How is it different?

The Power of Parallel Questions

• The idea is to use two similar tasks that meet different students’ needs, but make sense to discuss together.

A fraction example

• Task A: 1/3 of a number is 24. What is the number?• Task B: 2/3 of a number is 24. What is the number?• Task C: 40% of a number is 24. What is the

number?

•

Resources and Supports

• increasing teachers’ content knowledge for teaching mathematics with a focus on key concepts/big ideas,

• increasing teacher awareness and use of effective instructional strategies and mathematics resources.mathematics resources

Wiki of Resources

• http://mathfest.wikispaces.com/coaching

Reflecting1. Teaching through mathematical processes2. Targeted Implementation and Planning Supports (TIPS)3. Effective uses of manipulatives and technologies4. The role of questions in differentiating instruction5. Collaborative assessment task development and marking6. Effective uses of interactive whiteboards7. Functions-based approaches8. Professional Resources and Instruction for Mathematics

Educators (PRIME)9. Van de Walle10.First Steps in Mathematics11.Ontario Numeracy Assessment Package (ONAP)12.Numeracy NETS

Next Steps

In closing, I invite you to make strategic choices as you access this mathematics coaching and professional learning opportunity. Decisions about further funding for mathematics will be informed by results of this Improving Student Achievement in 7-12 Mathematics investment.

Grant Clarke – Acting Assistant Deputy Minister