Manipulatives and Technology

1. Manipulatives and Technology

2. Minds On – Musical Patterns • While the music plays, find your musical pattern partner. • Choose a table (6 people per table) and together try the activity (some people may be observers). • Discuss which big idea to connect to the activity. • Suggest modifications to make a stronger connection to the big idea. • The music will start again when you have 2 minutes remaining.

3. Learning Goals Reflect on the process of building a math talk learning community (MTLC); Explore LGP activities that use manipulatives and/or technology; Connect existing activities to big ideas and learning goals, keeping struggling students in mind; Develop open and parallel questions for consolidating the manipulative/technology tasks; Create pages for the Important book for Linear Growing Patterns.

4. Group Norms • All ideas will be listened to carefully and responded to respectfully; • Everyone will have a voice; • All suggestions will be presented with the intent to move the collective forward; • Clarifying questions are welcome; • Everyone will engage fully in the moment; • Suffering is optional!

5. Minds On – The Important Book Stumbling Blocks <list> <Insert information from previous day’s exit card - See Ruth for question stem – stumbling blocks?>

6. Minds On – Technology The Ontario Curriculum Grades 9 and 10 Mathematics 2005 p. 27 Information and communication technology (ICT) provides a range of tools that can significantly extend and enrich teachers’ instructional strategies and support students’ learning in mathematics… Technology can help to reduce the time spent on routine mathematical tasks and to allow students to devote more of their efforts to thinking and concept development.

7. Minds On – Manipulatives The Ontario Curriculum Grades 9 and 10 Mathematics 2005 p. 15 Students should be encouraged to select and use concrete learning tools to make models of mathematical ideas. Students need to understand that making their own models is a powerful means of building understanding and explaining their thinking to others. <click>

8. Minds On – “Clipping” Along Big Idea? Learning Goal?

9. Minds On – “Clipping” Along Example: BI: The study of the mathematical structure of patterns is a foundation to algebraic reasoning. LG: Making sense of linear growing patterns as just one of many mathematical structures

10. Minds On – “Clipping” Along Parallel Questions: • What are some examples of non-linear relationships? • What are some examples of linear relationships? • How do you know that the relationship between degrees F and degrees C is linear?

11. Action – “Clipping” Along • Establish Roles: a) Driver , b) Navigator, c) Recorder d) Time Manager, e) Participant, f) Participant • Explore the activity. • Select a Big Idea. • Form a Learning Goal. • Create consolidating questions.

12. Action – Gallery Walk Individually or with a partner, look at the variety of responses from other groups.

13. Action – SmartBoards Open Notebook File

14. Action – Different Algebraic Reps From Nelson Grade 8 Chapter 4, p. 126

15. Action – Different Algebraic Reps

16. Action – “Clipping” Along • Walk until the music stops. • Form groups of 3. • Answer the question.

17. Action – “Clipping” Along Question: 1) What’s the same and what’s different about the models?

18. Action – “Clipping” Along Question: 2) Answer the blue question on the sheet.

19. Action – “Clipping” Along Question: 3) How does the blue question compare to the questions beneath it?

20. Consolidate – The Important Book What’s important about about Math CamPPP? Stumbling Blocks Technology Manipulatives Big Ideas MTLC Parallel Questions Open Questions Learning Goals

21. Goodbye!