rich problem solving tasks wisconsin mathematics council 2014 conference valorie zonnefeld, dordt...
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Rich Problem Solving Tasks
Wisconsin Mathematics Council 2014 Conference
Valorie Zonnefeld, Dordt College
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Mathematics is like a video game;
If you just sit and watch,you're wasting your quarter
(and semester).
Steve Benson
Engaging Problems
www.partycheap.com
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In under 2 minutes, can you think of any 4 odd numbers (including repeated numbers) that add up to 19?
(Ball 2005, p. 26)
ODD + ODD = EVENEVEN + EVEN = EVENODD + EVEN = ODDEVEN + ODD = ODD
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Tell me and I'll forget;Show me and I may not
remember;Involve me and I'll understand.
Native American Quote
Engaging Problems
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Pattern Blocks
Given the three block patterns, identify how the pattern is growing from Case 1 to Case 3.
Represent this growth
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How did you approach this?
Pattern Blocks
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Put at pair on whiteboards Don’t have enough whiteboards, use the
windows Use hand-held whiteboards Foster discourse
Engage Students
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Teachers should model inquiry and “establish classroom contexts in which questioning and proving are the norm” (Hodgson & Riley, 2001, p. 728).
Adopt a “philosophy of getting them to ‘work it out for themselves’ in response to questions” (Benson & Findell, 2012, p. 2).
Classroom Environment
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Let face cards = 10 and Aces = 1 Deal 25 cards face up off the top of the deck Note the “lucky 7th card" Place the 25 cards at the bottom of the deck Deal 3 cards face up Add the value of the three cards, let it be X For each of the 3 cards, deal face down as many
cards as it takes to get to 10 Put all 3 piles at the bottom of the deck Deal X cards off the top of the deck, face up. The X + 1 card, will be the “lucky 7th card"
Ryan's Card Piles
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Deal 25 cards face up off the top of the deck Note the “lucky 7th card" Place the 25 cards at the bottom of the deck Deal 3 cards face up
Why does this work?
7
34
31
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Deal 3 cards face up Add the value of the three cards, let it be X For each of the 3 cards, deal face down as
many cards as it takes to get to 10 Put all 3 piles at the bottom of the deck
Why does this work?
31
31 – (10-a) –(10-b) – (10-c)
31-30-(a + b + c)
1-X
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Deal X cards off the top of the deck, face up. The X + 1 card, will be the “lucky 7th card”
Ann Halteman Focus on Math Seminar, December 3, 2008
Why does this work?
11-X
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What does this introduce? Patterns AlgebraWhat grades would you use it for?
Ryan's Card Piles
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The sage on the stage
Teacher-Centered
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Guide on the Side, not the sage on the stage
A Danger of Social Constructivism
Student-Centered
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Uses many of the same pedagogies as student-centered
Content-Centered
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Draw discourse arrows on your seating chart Are all questions directed to you?
Do you repeat student questions? Do you present fully worked problems? Do you follow dead end suggestions?
What is the center of your classroom?
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“Shifts from conveyer of information to one of moderator and observer of students’ thinking” (Maher & Martino, 1996, p. 197).
Connects students to the mathematics and methods they need to solve problems
The Teacher’s Role
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Your Turn: Instant Insanity
Your job is to stack the four cubes in such a way that each color will be present once on all four sides of the stack. (Each side of the tower must have each color
showing and showing only once!)
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Instant insanityBack
Left Top RightFrontBottom
Cube: 1 2 3 4 Y B B Y
G B G YR G R R R Y G B
B R Y G R B G R
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INSTANT INSANITY: Graphs 1 R Y
G B
2 R Y
G B 3 R Y
G B
4 R Y
G B
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Instant Insanity: Superimpose
R Y
G B
FRONT/BACK RIGHT/LEFTR Y R Y
G B G B
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INSTANT INSANITY: FINAL STEP
CUBE FRONT/BACK RIGHT/LEFT
1 BLUE/YELLOW BLUE/RED
2 RED/BLUE GREEN/YELLOW
3 GREEN/RED YELLOW/BLUE
4 YELLOW/GREEN RED/GREEN
http://www.jaapsch.net/puzzles/insanity.htm
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1. Make sense of problems and persevere in solving
2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the
reasoning of others.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.
Math Practice Standards
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1. Make sense of problems and persevere in solving
2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the
reasoning of others.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.
Math Practice Standards
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How do we build resiliency in our students?
Resiliency
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21st Century Skills
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World
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Ideas
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Memorization Procedures Without Connections Procedures With Connections Doing Mathematics
Stein, Smith, Henningsen, and Silver 2000, p. 16
Four Levels of Cognitive Demand
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Reproducing a fact learned from memory Not ambiguous No connection to concepts or underlying
meaning
2 + 7 =Represent ¼ as a decimal and a fraction
Four Levels of Cognitive DemandMemorization
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A recipe to follow Low cognitive demand Little ambiguity Focused on the answer, not the process
Davis wants to tile his rectangular room which is 8 feet by 10 feet. How many square feet of tile will he need to purchase?
Four Levels of Cognitive DemandProcedures without Connections
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Focus on the procedure to create deeper understanding A path to follow may be suggested Often multiple representations are used Requires mental effort
Using base-ten blocks, show that .17 is less than .2Jon lists his house with a realtor that takes a 4% commission. He owes $92,000 on his house. How much does Jon’s house need to sell for to cover his debt?
Four Levels of Cognitive DemandProcedures WITH Connections
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Complex thinking N0 path or recipe to follow Students need to access necessary
knowledge Cognitively demanding
In my bag of candy ½ of the pieces are red, 1/3 are blue, the remaining 21 are white. How many pieces are in the bag?
Four Levels of Cognitive DemandDoing Math
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MemorizationProcedures Without Connections
Procedures With ConnectionsDoing Mathematics
How would you categorize what we’ve done? 4 Odd Numbers Pattern blocks Ryan’s Card Piles Instant Insanity Magic Gopher Wolfram Alpha
Four Levels of Cognitive Demand
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MemorizationProcedures Without Connections
Procedures With ConnectionsDoing Mathematics
Can Differentiate Instruction based on the question
Students who perform best on project-based problem solving were in classrooms in which tasks were implemented at high levels of cognitive demand Leutzinger, L. ICTM Journal, 2010
Good teaching demands a blend of all four levels
Four Levels of Cognitive Demand
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A pharmacist has 10 bottles of extra-strength Rogaine and knows 1 bottle is defective.
A regular pill weighs 5 grams, while the pills in the faulty bottle weigh 6 grams each.
The pharmacist tells his assistant George to weigh a pill from each bottle to find the bad batch.
George has a date in 5 minutes and is in a hurry. Instead of weighing a pill from each bottle he figures out which bottle is faulty by using the scale only one time.
How does he do it and can you prove why it works?
George and the Extra-Strength Rogaine
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George takes 1 pill from the first bottle, 2 from the second, etc.
How many pills does he end up with? 55 pills
How much should they weigh? 275 grams (55 pills times 5 grams)
How does this help George? If they weigh 276 grams, he has one faulty pill, He knows it's from bottle #1 If they weigh 278 grams, he has three bad pills from bottle
#3, etc. Courtesy Car Talk, August 8, 2011
George and the Extra-Strength Rogaine
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How much water do you use in the shower? How long does it takes to fill up a gallon Average amount of time spent in the shower
Exploring surface area using cheese blocks of same volume but different surface areas Which takes longest to melt in the microwave
Using plastic cups... how many cups will you have to stack to be the height of your teacher
Ideas from Dan Meyer
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What could you do with newspapers Work with place value Purchase car
Give students a large amount of frequent flier miles to plan a trip around Europe with. What topics could you cover with this?
What can you do with census data?Kristin Kanaskie 2011 Fall ICTM Journal p. 4
Ideas
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Visit a creek Estimate depth Estimate water flow (Math’s Teacher, May 2012)
A bag of oranges Volume Peel it to find surface area (Math’s Teacher, Oct.
2011) Stack oranges for space
Ideas
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Turning everyday living activities into math Have students record, survey, analyze, and
collect data: number of texts send/received a day hours of sleep hours of T.V. hours of favorite activity...
Students can collect data in a journal and expand using graphs and calculations
Ideas
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Design a mini-golf course Pull up Hy-Vee’s on-line add Have students present a problem of the
week Google doc of problems
Ideas
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https://class.stanford.edu/courses/Education/EDUC115N/How_to_Learn_Math/about
Stanford MOOC by Jo Boaler
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Carrie (Vande Kamp) Top Kaitlin (Troost) Bell
Thank you
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Ball, J. (2005). Go figure!. London: DK Pub. Benson, S. & Findell, B. (2012). A modified discovery approach to teaching
and learning abstract algebra. 1-15. Retrieved from http://www2.edc.org/cme/showcase/bensonmaa.pdf
Common Core State Standards Initiative. (2012). Standards for mathematical practice. Retrieved from http://www.corestandards.org/Math/Practice
Gould, R. J. (2010). Mathematics in Games, Sports, and Gambling: The Games People Play (pp. 233-315). Boca Raton, FL: Taylor and Francis Group, LLC.
Hodgson, T., & Riley, K. J. (2001). Real-world problems as contexts for proof. The Mathematics Teacher, 94(9), 724-728.
Maher, C. A., & Martino, A. M. (1996). The development of the idea of mathematical proof: A 5-year case study.Journal for Research in Mathematics Education, 27(2), 194-214.
Stein, M. K., Smith, M. S., Henningsen, M. A., & Silver, E. A. (2000). Implementing standards-based mathematics instruction: A casebook for professional development (2 ed.). New York, NY: Teachers College Press.
References