* Develop an understanding of the concept of relational thinking. * Consider how to encourage students to develop and engage in relational thinking. * Develop an understanding of the basic properties of number operations
* Share in small group what you observed and discussed with your students using true/false number sentences.
* Talk about teacher decisions * Why were certain number sentences particularly good? * What number sentences might you have added to help out? * How does the sequence build understanding?
* Literature in math * http://sdcounts.tie.wikispaces.net/Thinking+Ma thematically+- +Integrating+Arithmetic+and+Algebra http://sdcounts.tie.wikispaces.net/Thinking+Ma thematically+- +Integrating+Arithmetic+and+Algebra * Pan Balances at Illuminations * http://illuminations.nctm.org/activitydetail.asp x?id=33 http://illuminations.nctm.org/activitydetail.asp x?id=33
* More of Heidis Developing Number Sense and Relational Thinking Article * What is the difference between calculating an answer on both sides of the equation and looking for the relation between the numbers and not finding the solutions?
* Introduction to Relational Thinking * Find 3 ways to solve these problems * Think beyond arithmetic * Think about relationships of numbers
* Video clip 2.2 * Develop a definition of relational thinking * Think about the video and the article * Work in groups to develop a definition of relational thinking
* 37+56=39+54 * 33-27=34-26 * 5x84=10x42 * 64/14=32/28 Think mentally about each of these problems and how you can use relational thinking to determine if each is true or false
* Video 2.1 * Write down the strategy used after each problem. * Why were these number sentences particularly useful? * What other paths could you take? * How can we encourage children to look for relationships?
* Video 2.4 * How did each child solve the problem? * What does each child understand? * What problem would you pose next to these children? * What properties are these children using?
* How do pictures support the relational thinking? * What can the animals do to make the seesaw balance?
* Grade level groups * Use both T/F and open sentences * Use more complex relationships for older students but not tricky computations * Post the number sentences * Explain why you selected those sentences What relationships do you want them to see? * Helpful website for grades 3-8 http://www.sandi.net/site/Default.aspx?PageID=1286 http://www.sandi.net/site/Default.aspx?PageID=1286
* Do the relational number talk with your students.