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What do you hope to walk away with today?
Why did you choose this session?
Thinking and Math
What type of thinking occurs daily in math?
Thinking done in math class
Thinking maps represent 8 thought processes.
Look at your list of thinking…match maps to the thinking that students do in math class.
Circle Tree
Thinking in Math Class
Activities--Circle Map-brainstorming, defining
*What do you know about ______ ?*
Activities-Double Bubble Map-like a Venn diagram--compare/contrast
*Greatest Common Factor/Least Common Multiple
*compare geometric figures/shapes*compare terms: perimeter/area
Activities-Tree Map-categorize, sort, organize
*Sorting--measurement activity--in., ft., yd.*Sort: geometric figures/shapes*Sort word problems: add, subtract, multiply,
divide, multi-step*Sort: prime numbers, composite numbers,
odd numbers, even numbers
**Remember: pictures, words, or both
Activities-Brace Map-analyze, break into parts
Activities-Brace Map-analyze, break into parts
Activities-Brace Map-analyze, break into parts
18. When Maggie went to her sister’s graduation, she saw that 300 students were graduating. Maggie noticed that equal numbers of graduating students were seated in 5 different sections of the auditorium. How many graduating students were seated in 1 section?
From: www.tea.state.tx.us 4th gr math 2004
Activities-Brace Map-analyze, break into parts
When Maggie went to her sister’s graduation, she saw that 300 students were graduating.
Maggie noticed that equal numbers of graduating students were seated in 5 different sections of the auditorium.
How many graduating students were seated in 1 section?
Activities-Brace Map-analyze, break into parts
300 students
equal numbers 5 different sections
How many graduating students were seated in 1 section?
Activities-Brace Map-analyze, break into parts
300 divided by 5 equal parts =_______
Activities-Brace Map-analyze, break into parts
Activities-Flow Map--Sequence
Have students break down the steps in answering math problems…
What do you do first, second, third, and so forth…
Activities-Multi-flow Map--cause/effect
Making 48
48 *1
56-8
32 + 16
96/2
Activities-Bridge Map--Analogy/relationships
Based on the information in the table, how would Hal find the price of 1 ticket?A Multiply the number of tickets by 5B Add 3 to the number of ticketsC Subtract the number of tickets from the price of ticketsD Divide the price of tickets by the number of ticketsFrom: www.tea.state.tx.us 4th gr math 2004
19. Hal used this table to find the total prices of different numbers of tickets to a basketball game. (Table is included in the actual problem…I put the info in a bridge map).
510 15 20
$15 $30 $45 $60What is the RELATING FACTOR?
Activities-Bridge Map--Analogy/relationships
Your turn……
With a partner:*Decide on a math concept you might
teach or a problem a student might encounter
*What thinking map would you model or expect students to use?
*Use chart paper to make your map
