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Math Coaches

Math Coaches. Presenters Ross Isenegger, Near North DSB Judy Dussiaume, Rainbow DSB. Resources and Supports. Focus on …. increasing teachers’ content knowledge for teaching mathematics with a focus on key concepts/big ideas,

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Math Coaches

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  1. Math Coaches Presenters Ross Isenegger, Near North DSB Judy Dussiaume, Rainbow DSB Resources and Supports

  2. Focus on … • increasing teachers’ content knowledge for teaching mathematics with a focus on key concepts/big ideas, • increasing teacher awareness and use of effective instructional strategies and mathematics resources. key concepts/big ideas

  3. Key Concepts … Big Ideas Consider the pattern 3, 5, 7, … What is the 100th term in this pattern?

  4. Connections

  5. Key Concepts … Big Ideas Consider the pattern 3, 5, 7, … What is the 100th term in this pattern?

  6. numerical representation concrete representation Representations 3, 5, 7, …

  7. Representations 3, 5, 7, …

  8. Representations 3, 5, 7, … Let’s build it. How many cube links are in Position 100?

  9. Functions-based Approaches 3, 5, 7, … Is there a connection between the Position Number and the number of blue tiles? 0 2 4 6

  10. Functions-based Approaches 3, 5, 7, … How many cube links are in Position 100? 0 2 4 6

  11. Functions-based Approaches 3, 5, 7, … 2 x 100 1 0 2 4 6

  12. Functions-based Approaches 100 x 2 1 Number of Tiles = (Position Number) x 2 + 1

  13. Representations Number of Tiles = (Position Number) x 2 + 1

  14. Linear Relations y = mx + b Number of Tiles = (Position Number) x 2 + 1

  15. Manipulatives and Technologies y = 2x + 1 Number of Tiles = (Position Number) x 2 + 1

  16. Manipulatives and Technologies y = 2x + 2 Number of Tiles = (Position Number) x 2 + 2

  17. CLIPS e-learning resources for Math 7-12 www.oame.on.ca

  18. CLIPS • TIPS • Effective uses of manipulatives and technologies • Effective questions • Differentiated responses • Interactive whiteboards www.oame.on.ca

  19. Key Concepts … Big Ideas ? 3, 5, 7, …

  20. Key Concepts … Big Ideas • Represent real life problems with mathematical models • Use models to understand and solve problems

  21. Noise Cancelling Headphones

  22. Mathematical Processes • Problem solving • Reasoning and proving • Reflecting • Selecting tools and computational strategies • Connecting • Representing • Communicating

  23. PLMLPs • Questioning • Dr. Marian Small • February 25

  24. To find out student thinking, but include all students The Power of Open Questions

  25. A percent question • You saved $6 on a pair of jeans during a sale. • What could the original price and the percent off have been?

  26. Using powers • Write 88 as the sum of powers.

  27. Some “opening up strategies” • Start with the answer instead of the question. • Ask for similarities and differences. • Leave the values in the problem somewhat open.

  28. Start with the answer. • The solution to the equation is x = 2. What is the equation? • The difference of two fractions is 3/5. What are the fractions? • The slope of the line is ¾. What points does the line go through? • One side of a right triangle is 13 cm. What are the other side lengths?

  29. Similarities and differences. • How are quadratic equations like linear ones? How are they different? • How is calculating 20% of 60 like calculating the number that 60 is 20% of? How is it different? • How is dividing rational numbers like dividing integers? How is it different?

  30. The Power of Parallel Questions • The idea is to use two similar tasks that meet different students’ needs, but make sense to discuss together.

  31. A fraction example • Task A: 1/3 of a number is 24. What is the number? • Task B: 2/3 of a number is 24. What is the number? • Task C: 40% of a number is 24. What is the number? •

  32. Resources and Supports • increasing teachers’ content knowledge for teaching mathematics with a focus on key concepts/big ideas, • increasing teacher awareness and use of effective instructional strategies and mathematics resources. mathematics resources

  33. Wiki of Resources • http://mathfest.wikispaces.com/coaching

  34. Reflecting • Teaching through mathematical processes • Targeted Implementation and Planning Supports (TIPS) • Effective uses of manipulatives and technologies • The role of questions in differentiating instruction • Collaborative assessment task development and marking • Effective uses of interactive whiteboards • Functions-based approaches • Professional Resources and Instruction for Mathematics Educators (PRIME) • Van de Walle • First Steps in Mathematics • Ontario Numeracy Assessment Package (ONAP) • Numeracy NETS

  35. Next Steps In closing, I invite you to make strategic choices as you access this mathematics coaching and professional learning opportunity. Decisions about further funding for mathematics will be informed by results of this Improving Student Achievement in 7-12 Mathematics investment. Grant Clarke – Acting Assistant Deputy Minister

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