Partners for Mathematics Learning

1. PARTNERS forMathematicsLearning Grade6 Module3 Partners forMathematicsLearning

2. 2 EquationTalks x+7=28 x–4=16 Istheremore thanonewaytosolve these? Inwhatwaysdo number(equation) talksencourage studentstothink x 5 +4=6 flexiblyaboutnumber andoperation relationships? Partners forMathematicsLearning 2x–3=17

3. 3 It’sAllintheTranslation Recognizingsymbolicrelationshipsis importantindevelopingalgebraicreasoning AccordingtoNCTM’sPSSM,studentsshould Exploresymbolicexpressions Usesymbolicalgebratorepresentsituationsand solveproblems Recognizeandgenerateequivalentformsfor simplealgebraicexpressions Partners forMathematicsLearning

4. 4 It’sAllintheTranslation Inyourgroup,readthedirectionsfor playingIt’sAllintheTranslation Playatleastonegamewithyourgroup Partners forMathematicsLearning

5. 5 It’sAllintheTranslation Howwouldyouusethisactivity inyourclassroom? Howcouldyoumodifythisactivitytomeetthe needsofstrugglinglearners? Howcouldyoumakethisactivitymore challenging? WhichBigIdeawasthefocusofthisactivity? HowdoesthisrelatetotheEssential Standards? Partners forMathematicsLearning

6. 6 EquationTalk 3/8+4/8=3(1/8)+4(1/8)= (3+4)(1/8)=7(1/8)=7/8 Explaintoyourneighborifthisisorisnot correct Aretheexpressionsequivalent? Howdoesthisillustratetherelationship betweenadditionandmultiplication? Partners forMathematicsLearning

7. 7 TranslationtoTranslation MathematicalVocabularyChallenges WordsaresharedwitheverydayEnglish languageandotherdisciplines Somewordsarehomonyms Somewordsarefoundonlyinmathematics Somewordsarelearnedinpairsandoften confusestudents FocusedStrategiesforMiddle-GradesMathematicsVocabulary DevelopmentbyRhetaN.Rubenstein FromMathematicsTeachingintheMiddleSchool Partners forMathematicsLearning

8. 8 TranslationtoTranslation We’vespenttimetranslatingwordsinto symbols Nowwearegoingtotranslategeometric figuresinthecoordinateplane Whatdoairplanes havetodowith geometricfigures? Partners forMathematicsLearning

9. 9 RigidTransformations Translation:pointsinafigure areslidacrossatranslationvectorthe samedistancealongparallelpaths Rotation:turnsasetofpointsaboutthe centerofrotationanidenticalnumberof degrees Reflection:pointsinafigurearereflected acrossaline(mirrorimage) Partners forMathematicsLearning 9

10. 10 FollowthePath UsingtheFollowthePath activitysheet,transformthestartarrowto thestoparrow Youmustuseatleastonereflection,one rotation,andonetranslation Listthestepsyoutakesothatapartner canfollowyourdirections Partners forMathematicsLearning

11. 11 FollowthePath Exchangeyourdirections withapartner Nowtransformthestartarrowusingyour partner’sdirections Wereyouabletosuccessfullytransform thestartarrowtothestoparrowusingyour partner’sdirections?Explain Partners forMathematicsLearning

12. 12 FollowthePath WhichBigIdeawasthe focusofthisactivity? Howcouldyoumodifythisactivitytomeet theneedsofstrugglinglearners? Howcouldyoumakethisactivitymore challenging? Specialnoteabout2009 EssentialStandards Partners forMathematicsLearning

13. 13 MakingCents 1. 2. 3. 4. 5. 6. 7. Takeoutsomecoins Multiplythevalueofthecoinsincentsby4 Add10totheproduct Multiplyyouranswerby25 Add115toyouranswer Addyourageinyears(truth!!) Subtractthenumberofdaysinanormalyear Whatdidyouget? Partners forMathematicsLearning

14. 14 PracticevsProblems We’vepracticedtranslating Englishintomathematics Let’sapplythisskilltoaproblem Whydoes“MakingCents”work? Willitworkifyouareover100orunder10? Partners forMathematicsLearning

15. 15 TheyKnewCalculusWhen TheyLeft… Readthearticle,TheyKnewCalculusWhen TheyLeft…,byKevinSt.Jarre Highlight,underlinekeypoints,favoritequotes, andquestionsyoumayhave Whatimplicationsdoesthisarticlehavefor middleschoolteachersandstudents? TheyKnewCalculusWhenTheyLeft…TheThinkingDisconnectBetweenHigh SchoolandUniversityByKevinSt.JarrefromthePhiDeltaKappan Partners forMathematicsLearning

16. 16 TheyKnewCalculusWhen TheyLeft… “[Universities]onlywantstudentswhohavebeen taughthowtolearnandthink.Studentswho, whenfacedwithproblemsinanewcontextcan self-correcttheirownthinking,adapt,and succeed.” Partners forMathematicsLearning

17. 17 Reflection HowcantheactivitiesinthePartners ProfessionalDevelopmentencourage studentthinking? Partners forMathematicsLearning

18. 18 DPIMathematicsStaff EverlyBroadway,ChiefConsultant ReneeCunninghamKittyRutherford RobinBarbourMaryH.Russell CarmellaFairJohannahMaynor AmySmith PartnersforMathematicsLearningisaMathematics-Science PartnershipProjectfundedbytheNCDepartmentofPublicInstruction. Permissionisgrantedfortheuseofthesematerialsinprofessional developmentinNorthCarolinaPartnersschooldistricts. Partners forMathematicsLearning

19. 19 PMLDisseminationConsultants SusanAllman JuliaCazin RuafikaCobb AnnaCorbett GailCotton JeanetteCox LeanneDaughtry LisaDavis RyanDougherty ShakilaFaqih PatriciaEssick DonnaGodley ShanaRunge YolandaSawyer PennyShockley PatSickles NancyTeague MichelleTucker KanekaTurner BobVorbroker JanWessell DanielWicks CarolWilliams StacyWozny CaraGordon TeryGunter BarbaraHardy KathyHarris JulieKolb ReneeMatney TinaMcSwain MarilynMichue AmandaNorthrup KayonnaPitchford RonPowell SusanRiddle JudithRucker Partners forMathematicsLearning

20. 20 2009Writers PartnersStaff KathyHarris RendyKing TeryGunter JudyRucker PennyShockley NancyTeague JanWessell StacyWozny AmandaBaucom JulieKolb FredaBallard,Webmaster AnitaBowman,OutsideEvaluator AnaFloyd,Reviewer MeghanGriffith,AdministrativeAssistant TimHendrix,Co-PIandHigherEd BenKlein,HigherEducation KatieMawhinney,Co-PIandHigherEd WendyRich,Reviewer CatherineStein,HigherEducation PleasegiveappropriatecredittothePartners forMathematicsLearningprojectwhenusingthe materials. JeaneJoyner,Co-PIandProjectDirector Partners forMathematicsLearning

21. PARTNERS forMathematicsLearning Grade6 Module3 Partners forMathematicsLearning