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Math Facilitator Reading Group

Math Facilitator Reading Group. April 2012. Solve. 67,470 – 19 67,470 – 39. 93,730 – 18 3,730 – 28. With a partner. 67,470 – 19 67,470 – 39 93,730 – 18 3,730 – 28. Write a generalization that can be proved using examples like these . Represent with cubes…!. 67,470 – 19

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Math Facilitator Reading Group

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  1. Math Facilitator Reading Group April 2012

  2. Solve 67,470 – 19 67,470 – 39 93,730 – 18 3,730 – 28

  3. With a partner 67,470 – 19 67,470 – 39 93,730 – 18 3,730 – 28 Write a generalization that can be proved using examples like these 

  4. Represent with cubes…! 67,470 – 19 67,470 – 39 93,730 – 18 3,730 – 28 In subtraction, you can…

  5. 4th Graders http://www.youtube.com/watch?v=h0BjtTDzbvE&feature=youtu.be teacher records generalization on chart Thoughts?

  6. 4th Grade Generalizations • In subtraction, you can add or subtract from the subtrahend and do the same operation to the difference and get the correct difference. • In subtraction, you can add or subtract a number from the minuend and use the inverse operation on the difference to get the correct answer.

  7. Listen to the Words • As you watch the next 2 videos, listen carefully to what the students say. • What do you notice about the use of vocabulary? http://www.youtube.com/watch?v=UPSyvU0qMmI&feature=youtu.be student explaining at board

  8. Attend to Precision in Communication • What do you notice about the use of vocabulary? • Is it important to use terms such as “subtrahend?” Does it impact mathematical understanding? • What was the teacher’s role in facilitating precise communication?

  9. 15 – 7 • 4th grade class #1 http://youtu.be/6HrspWGTUOs student working with cubes • Is the student representing our generalization?

  10. Subtra - what? • Is it important to use terms such as “subtrahend?” Does it impact mathematical understanding?

  11. Disagreements •  Start at 2:21 • 2nd grade video (CCSS) http://www.youtube.com/watch?v=3HJaRga5vLc&feature=youtu.be • Teacher tries to get students to disagree about vertex/edge

  12. Sean’s http://www.youtube.com/watch?v=SFSs3dDJmAg • Start at 3:05

  13. Start at 1:45 • 3+3+3+3+3 vs. 5+5+5+5+5

  14. Strategies that Promote Mathematical Disagreements • Read “Issues that lead to disagreements” – middle of p. 536 – middle of p. 537

  15. EOG Season is Here! • How do I know if my students are ready? Buckle Down = Shut Down

  16. Goals • Understand 2-3 strategies that promote mathematical disagreements • Create 1-2 tasks for teachers in my school to use Monday

  17. Conditions are Right for a Disagreement Read “Issues the Lead to Disagreements” pp. 536-537 • Center on a mathematical concept • Are accessible to all • Can be debated

  18. Mathematical Disagreements • Read to the very top of page 534 • Thoughts? Force students to choose a side

  19. Mathematical Disagreements • Think about a math topic students are struggling with in your school RIGHT NOW • With a partner • Create a writing prompt that forces students to choose a side. Conditions are Right for a Disagreement • Center on a mathematical concept • Are accessible to all • Can be debated

  20. Strategies that Promote Mathematical Disagreements • Read from the top of page 534 to the middle of p. 535 • Thoughts? • Reveal student’s misconceptions

  21. Strategies that Promote Mathematical Disagreements Thinking about that same mathematical struggle at your school… • With a partner • Create a task designed to uncover student misconceptions

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