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Working Mathematically

Working Mathematically. The five Working Mathematically Processes should be embedded in every lesson. Q uestioning -ask questions in relation to mathematical situations and their mathematical experiences

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Working Mathematically

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  1. Working Mathematically

  2. The five Working Mathematically Processes should be embedded in every lesson • Questioning-ask questions in relation to mathematical situations and their mathematical experiences • Applying strategies- students develop, select and use a range of strategies including the selection and use of appropriate technology to explore and solve problems • Communicating- students develop and use appropriate language and representations to formulate and express mathematical ideas • Reasoning-students develop and use processes for exploring relationships, checking solutions and giving reasons to support their conclusions • Reflecting-students reflect on their experiences and critical understanding to make connections with, and generalisations about, existing knowledge and understanding

  3. How do the following activities encompass QACRR? • Think Pair Share (go to example) • Partner Pieces (go to example) • When the music stops (go to example) • Donuts (go to example) • Bus stop (go to example) (click on the word reflection to return to this slide Click on the to review the 5 processes)

  4. THINK PAIR SHARE • Teacher gives students a problem to solve. Students have 2 minutes to jot down ideas uninterrupted by themselves. . Each student shares with another student. Major points are shared with the wider group. • Have you lived for 1 million seconds? Make a quick estimate then use your calculator to determine whether you are correct.

  5. Reflection • Did this activity include the 5 working mathematically processes? • Did we question? (How?) • Were we applying strategies? (How?) • Were we communicating? (How?) • Did we have the opportunity to reason? (How?) • Did we reflect on our critical understandings? (How?)

  6. Partner pieces • pieces of information are divided into 2 groups eg. triangle – parts are distributed randomly amongst class members. • Each person tries to find the information that makes up the whole. • With their partner write down 5 facts about the piece of information you have found. • Share the information with the group.

  7. Reflection • Did this activity include the 5 working mathematically processes? • Did we question? (How?) • Were we applying strategies? (How?) • Were we communicating? (How?) • Did we have the opportunity to reason? (How?) • Did we reflect on our critical understandings? (How?)

  8. When the music stops • nominate a focus e.g 12 teacher plays music. When the music stops you must find a partner and tell that person a fact about number 12. • Partner shares their partner’s idea with the group.

  9. Reflection • Did this activity include the 5 working mathematically processes? • Did we question? (How?) • Were we applying strategies? (How?) • Were we communicating? (How?) • Did we have the opportunity to reason? (How?) • Did we reflect on our critical understandings? (How?)

  10. Donuts • Form a circle with the class. Every second person takes a step inwards to form a second circle inside the outer circle. • The inner and outer circles turn to face each other. The inner circle students ask a maths question of the student facing them. (teacher nominates maths focus). • On completion the students give each other a hi five- the inner circle moves to the right and the process continues. Whole class sharing at end of activity.

  11. Reflection • Did this activity include the 5 working mathematically processes? • Did we question? (How?) • Were we applying strategies? (How?) • Were we communicating? (How?) • Did we have the opportunity to reason? (How?) • Did we reflect on our critical understandings? (How?)

  12. Bus stop • Questions are written on a large piece of paper. Each sheet is a bus stop. • Bus stops are placed around the room. Students make groups of 4 and find a bus stop. • On a signal they write down all they can in response to the question. On another signal they move to the next bus stop and so on until they have completed the full cycle. • Completed question papers are displayed and discussed as a group.

  13. Reflection • Did this activity include the 5 working mathematically processes? • Did we question? (How?) • Were we applying strategies? (How?) • Were we communicating? (How?) • Did we have the opportunity to reason? (How?) • Did we reflect on our critical understandings? (How?)

  14. Booker Reading-making sense • Group 1; pp 41-43 number sense • Group 2; pp 43-44 spatial sense • Group 3; pp 45-47 measurement sense • Group 4; pp 47-48 data sense • Each group reads the appropriate pages and develops a definition to present to the group. Then uses the syllabus and brainstorming technique to develop activities to develop either number sense, spatial sense, measurement sense or data sense. Also presents these activities to the group.

  15. Technology • NLVM1 • NLVM2 • Number Invaders • Pumpkin Multiples • Word problem1 • Word Problem Database

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