west virginia school leadership teams using structure to support learning in mathematics lynn baker...
TRANSCRIPT
West Virginia School Leadership Teams
Using Structure to Support Learning in Mathematics
Lynn [email protected]
Coordinator, Math/Science PartnershipOffice of Early Learning
Session Goals
• Extend Teacher Content Knowledge of mathematics
• Focus on SMP 1 & 7• In-depth study of Additive or Multiplicative
Structures• Develop a plan for sharing
A Time of Reflection
How has your questioning changed during mathematics
instruction?
Standards for Mathematical Practice
1. Make sense of problems and persevere in solving them.
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.
Standards for Mathematical Practice
Mathematically Proficient Students Use
Mathematically Proficient Students Think About
Mathematically Proficient Students Do
Standards for Mathematical Practice
1. Make sense of problems and persevere in solving them.
7. Look for and make use of structure.
Write a short typical addition “word” problem.
Structure vs Key Words
• Encourages students to ignore the meaning and structure of the problem
• Key words may be misleading• Problems may not have key words• Key words don’t work with two-step
problems
Elementary and Middle School Mathematics Teaching Developmentally
Problem Sort
• Choose Additive or Multiplicative Structures.
• Read each problem.• As a group decide which structure it
represents.
Classroom Focus
Susan has 15 pennies. She gave some to Bill. Now she has 9 pennies left. How
many pennies did she give Bill?
Computational and Semantic Forms of
Equations
• Computational form of the equation isolates the unknown in a way that the unknown is alone on one side of the equation.
• Semantic form of the equation lists the numbers in the order that follows the meaning of the word problem.
Classroom Focus
• Select an additive or a multiplicative structure. (Based on Grade Level Next Generation CSOs)
• Write two grade level appropriate problems.
• Working in groups of three, practice your “problem talk”.
Index Card
Grade Level Additive/MultiplicativeType of structure
1 of ?
Text of word problem
Suggested Implementation5-10 minutes
Monday Tuesday Wednesday Thursday Friday
Number Talk
Problem Talk
Number Talk
Problem Talk
Number Talk
It is more than a diet!It is a lifestyle change!
Change 10%
• 10% of 300 minutes• 30 minutes/day• Which 30 minutes will you change?• What will you differently?
How will you share?
• Develop a plan for sharing the information from today’s session.
• Share with another school?
Session Debrief
• Ah-Ha!• Oh No!• One step we are going to
take.