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Math Facilitator Reading Group. April 2012. Solve. 67,470 – 19 67,470 – 39. 93,730 – 18 3,730 – 28. With a partner. 67,470 – 19 67,470 – 39 93,730 – 18 3,730 – 28. Write a generalization that can be proved using examples like these . Represent with cubes…!. 67,470 – 19 - PowerPoint PPT Presentation
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MATH FACILITATOR READING GROUPApril 2012
SOLVE
67,470 – 19
67,470 – 39
93,730 – 18
3,730 – 28
WITH A PARTNER
67,470 – 19
67,470 – 39
93,730 – 18
3,730 – 28
Write a generalization that can be proved using examples like these
REPRESENT WITH CUBES…!
67,470 – 19
67,470 – 39
93,730 – 18
3,730 – 28In subtraction, you
can…
4TH GRADERShttp://www.youtube.com/watch?v=h0BjtTDzbvE&feature=youtu.be
teacher records generalization on chart
Thoughts?
4TH GRADE GENERALIZATIONS In subtraction, you can add or subtract from
the subtrahend and do the same operation to the difference and get the correct difference.
In subtraction, you can add or subtract a number from the minuend and use the inverse operation on the difference to get the correct answer.
LISTEN TO THE WORDS As you watch the next 2 videos, listen
carefully to what the students say. What do you notice about the use of
vocabulary?
http://www.youtube.com/watch?v=UPSyvU0qMmI&feature=youtu.be
student explaining at board
ATTEND TO PRECISION IN COMMUNICATION What do you notice about the use of
vocabulary? Is it important to use terms such as
“subtrahend?” Does it impact mathematical understanding?
What was the teacher’s role in facilitating precise communication?
15 – 7 4th grade class #1
http://youtu.be/6HrspWGTUOs student working with cubes
Is the student representing our generalization?
SUBTRA - WHAT? Is it important to use terms such as
“subtrahend?” Does it impact mathematical understanding?
DISAGREEMENTS Start at 2:21 2nd grade video (CCSS)
http://www.youtube.com/watch?v=3HJaRga5vLc&feature=youtu.be
Teacher tries to get students to disagree about vertex/edge
Sean’s http://www.youtube.com/watch?v=SFSs3dDJmAg
Start at 3:05
Start at 1:45
3+3+3+3+3 vs. 5+5+5+5+5
STRATEGIES THAT PROMOTE MATHEMATICAL DISAGREEMENTS Read “Issues that lead to disagreements” –
middle of p. 536 – middle of p. 537
EOG SEASON IS HERE! How do I know if my students are ready?
Buckle Down = Shut Down
GOALS Understand 2-3 strategies that promote
mathematical disagreements Create 1-2 tasks for teachers in my school to
use Monday
CONDITIONS ARE RIGHT FOR A DISAGREEMENTRead “Issues the Lead to Disagreements” pp.
536-5371. Center on a mathematical concept2. Are accessible to all3. Can be debated
MATHEMATICAL DISAGREEMENTS Read to the very top of page 534
Thoughts? Force students
to choose a
side
MATHEMATICAL DISAGREEMENTS
Think about a math topic students are struggling with in your school RIGHT NOW
With a partner Create a writing prompt that forces students to
choose a side.Conditions are Right
for a Disagreement
1.Center on a mathematical concept
2.Are accessible to all3.Can be debated
STRATEGIES THAT PROMOTE MATHEMATICAL DISAGREEMENTS Read from the top of
page 534 to the middle of p. 535
Thoughts?
Reveal student’s misconceptions
STRATEGIES THAT PROMOTE MATHEMATICAL DISAGREEMENTS
Thinking about that same mathematical struggle at your school…
With a partner Create a task designed to uncover student
misconceptions
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