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Making Sense of Mathematics

Making Sense of Mathematics. Diane Leighty October 11, 2013 Norfolk Public Schools mthmtcs@verizon.net. Goals: Using quality tasks in math instruction. Understand the importance of TEAM in group work Explore quality tasks Discuss case studies of classroom instruction

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Making Sense of Mathematics

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  1. Making Sense of Mathematics Diane Leighty October 11, 2013 Norfolk Public Schools mthmtcs@verizon.net

  2. Goals: Using quality tasks in math instruction • Understand the importance of TEAM in group work • Explore quality tasks • Discuss case studies of classroom instruction • Learn how to find or create rich tasks

  3. Challenges • New way of teaching • New way of creating learning experiences • Limited knowledge of how to translate real world situations into mathematics lessons for high school students

  4. Increased Rigor • Increasing rigor does not mean making the math harder; it does mean having students engage in doing mathematics and thinking harder about the mathematics. • (Vickie Inge)

  5. Team Building Activity • 20 minutes to solve the Zin Obelisk Problem • Do NOT show your cards to the other participants in your group. • Share information ORALLY within the group.

  6. Team Building • Discussion of why this is important… • What are some of the goals? • When and how often? • Role of the teacher?

  7. Exploring Problems • A man entered an orchard that had 7 guards and picked some apples. When he left, he gave the first guard half his apples and 1 apple more. To the second guard he gave half his remaining apples and 1 more. He did the same to each of the remaining five guards and left the orchard with 1 apple. How many apples did he gather in all? Explain how you solved the problem.

  8. Exploring Problems (Continued) • Find the sum of the numbers from 1 to 25 without using a calculator, just adding the numbers. Describe the strategy you used and why you think it worked.

  9. Exploring Problems (Continued) • There were three stacks of bills, one of $5, one of $10, and one of $20. If the total was $1,000 and no two stacks could have the same number of bills, what is a possible solution for the number of bills in each stack? Explain how you could find many solutions to this problem.

  10. Case Studies • Lakewood High School Mathematics Teacher • Jerome Robinson’s 7th Grade Class • Discussion of the two classrooms…..

  11. Counting Trains • Work with one or two partners to complete this activity.

  12. Counting Trains • What standards are incorporated into the problem?

  13. Dan Meyer Talk • If time allows we will listen to his talk from 2010 about high school mathematics instruction and open-ended problems.

  14. NCTM Article • Mathematics Teacher, October 2013: Open-Ended Questions

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