Why is math taught differently

1. ? Why is math taught differently

2. Who is in the room? • Parent/Teacher/Caregiver of….(grade levels) • School district (county or independent)

3. How many of you LOVE math? • Math was your FAVORITE subject… • Are you confident in your mathematical thinking?

4. Why do we care about how math is taught?

5. Elementary Standard: • Please do not blurt your response. • Add 38 + 37 (without paper)

6. Number Talk in Action: Grade 3

7. What do the standards say? Grade 3 Math Standard Number and Operations in Base Ten (3.NBT) Use place value understanding and properties of operations to perform multi-digit arithmetic. • Use place value understanding to round whole numbers to the nearest 10 or 100. • Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

8. When does math stop making sense? fractions Long Division

9. What do you remember about fractions? Make a list at your table of what you know about fractions…and what you remember learning about fractions

10. Try this problem: Estimate the answer: 12/13 + 7/8 A) 1 B) 2 C) 19 D) 21 E) I don’t know. Kentucky Department of Education

11. National Assessment of Educational Progress (NAEP) results show an apparent lack of understanding of fractions by 9, 13, and 17 yr olds.Estimate the answer: 12/13 + 7/8 Results from the 2nd Mathematical Assessment of the National Assessment of Educational Progress • Only 24% of the 13-yr-olds responding chose the correct answer, “2”. • 55% selected 19 or 21 • These students are operating on the fractions without any understanding of the math. Kentucky Department of Education

12. Children’s Ideas about Fractions: • Show me where ½ could be on the number line below: Why do students sometimes choose this part of the number line? 0 1 2 3 Kentucky Department of Education

13. Children’s Ideas about Whole Numbers: • 3 > 2 ALWAYS. • 1 = 1 ALWAYS. • So…how can it be that 1/3 > ½ ? Kentucky Department of Education

14. When students can’t ‘remember’ a procedure, they resort to performing any operation they know they can do… • Estimate the answer: 12/13 + 7/8 • A) 1 • B) 2 • C) 19 • D) 21 • E) I don’t know. Kentucky Department of Education

15. …instead of making sense of the numbers they are attempting to add. Kentucky Department of Education

16. Perhaps you’ve seen this reasoning… 1/2 + 1/3 = 2/5 • If students have an understanding of the value of the fractions on a number line, or as parts of a whole, then they can argue the unreasonableness of this answer. Kentucky Department of Education

17. FRACTION MANIPULATIVES Kentucky Department of Education

18. Learning Activity: Fraction Circles The white circle is 1. What is the value of each of these pieces? 1 yellow 3 reds 1 purple 3 greens     • Now…change the unit: The yellow piece is 1. What is the value of those pieces? Kentucky Department of Education

19. Learning Activity: Using Counters Eight counters equal 1, or 1 whole. What is the value of each set of counters? • 1 counter • 2 counters • 4 counters • 6 counters • 12 counters Now, change the unit: Four counters equal 1. What is the value of each set of counters? Kentucky Department of Education

20. Learning Activity: Number Lines Kentucky Department of Education

21. Confusing Procedures… • 2/3 x 1/2

25. Ways to think and talk about math Learn different ways to approach problems by asking questions Look for patterns Use different tools strategically Students find many paths to the right answer. Students learn to compare and collaborate with their peers and teacher to make sense of what they are learning and apply it in creative, real world ways.

26. Explain their thinking • Work well with others • Be resourceful when new or unknown problems arise • Not “because my teacher told me to do it this way, Instead “let me explain it to you in my own words”

27. www.learnzillion.com • www.jennyray.net • www.corestandards.org