*Algebraic ThinkingEquality

*Outcomes: *Participants will establish that

students have some very common misconceptions about the meaning and use of the equal sign*Participants will explore strategies to help students develop an understanding of the meaning and use of the equal sign.*Participants will develop an understanding of the importance of the concept of equality in algebraic reasoning.

*Reading:*Read forward and chapter 1 *Use notecards to record important statements

*Go-Around One Protocol*Person #1 reports one idea that she/he recorded*While Person #1 reports, other group members listen, but do not question Person#1, comment, or give clues. *When Person #1 finishes, Person #2 reports while the group listens.*Repeat until all group members have reported all of their ideas.*The group discusses ideas that were reported.

*8+4= + 5*What answers did your students give?*Why did they give these answers?*Was this what you expected students to be able to do?*For your students who got 7, how did they get it?

*8+4= + 5Grade 7 12 17 12&17 Other12 3 2 13 9 1 24 1 3567 1 18 1 1

*8+4= + 5*Are the students we observed struggling with the concept of equality?*Why are students struggling with this elementary idea?*Do students appear to get better with more experience?*How does the calculator lead to the misconception of the meaning of equality?*Read Chapter 2, page 9

*Reading – Children’s Understanding of Equality

*Highlight your big ideas for later discussion

*Go-Around One Protocol*Person #1 reports one idea that she/he recorded*While Person #1 reports, other group members listen, but do not question Person#1, comment, or give clues. *When Person #1 finishes, Person #2 reports while the group listens.*Repeat until all group members have reported all of their ideas.*The group discusses ideas that were reported.

*Article Big Ideas *How did the student in this study do compared to our students? *What are some common misconceptions that students have about the equal sign? *How should students be thinking about the equal sign? *What are some ways Karen Falkner used to help her students develop a better understanding of the equal sign?

*Understanding EqualityVideos 1.1-1.3*Equality Handout for notes*Prepare for table discussions

*T/F Sentences*Read pages 15-16*Work with grade level groups *Write a series of T/F sentences that you will use with your students*Record on chart paper*Share how you hope that the student thinking would progress with this series.*Why is each sentence important?*What does equality mean?

*Understanding EqualityVideo 1.5*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?*Revise your T/F sentences

*Homework*Do the T/F sentences you developed with your students*Be prepared to share student observations*Read chapter 2