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West Virginia School Leadership Teams

West Virginia School Leadership Teams. Using Structure to Support Learning in Mathematics Lynn Baker lhbaker@access.k12.wv.us Coordinator, Math/Science Partnership Office of Early Learning. Session Goals. Extend Teacher Content Knowledge of mathematics Focus on SMP 1 & 7

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West Virginia School Leadership Teams

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  1. West Virginia School Leadership Teams Using Structure to Support Learning in Mathematics Lynn Baker lhbaker@access.k12.wv.us Coordinator, Math/Science Partnership Office of Early Learning

  2. Session Goals • Extend Teacher Content Knowledge of mathematics • Focus on SMP 1 & 7 • In-depth study of Additive or Multiplicative Structures • Develop a plan for sharing

  3. A Time of Reflection How has your questioning changed during mathematics instruction?

  4. Standards for Mathematical Practice • Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Construct viable arguments and critique the reasoning of others. • Model with mathematics. • Use appropriate tools strategically. • Attend to precision. • Look for and make use of structure. • Look for and express regularity in repeated reasoning.

  5. Standards for Mathematical Practice

  6. Standards for Mathematical Practice • Make sense of problems and persevere in solving them. 7. Look for and make use of structure.

  7. Write a short typical addition “word” problem.

  8. Structure vs Key Words • Encourages students to ignore the meaning and structure of the problem • Key words may be misleading • Problems may not have key words • Key words don’t work with two-step problems Elementary and Middle School Mathematics Teaching Developmentally

  9. Problem Sort • Choose Additive or Multiplicative Structures. • Read each problem. • As a group decide which structure it represents.

  10. Classroom Focus Susan has 15 pennies. She gave some to Bill. Now she has 9 pennies left. How many pennies did she give Bill?

  11. Computational and Semantic Forms of Equations • Computational form of the equation isolates the unknown in a way that the unknown is alone on one side of the equation. • Semantic form of the equation lists the numbers in the order that follows the meaning of the word problem.

  12. Classroom Focus • Select an additive or a multiplicative structure. (Based on Grade Level Next Generation CSOs) • Write two grade level appropriate problems. • Working in groups of three, practice your “problem talk”.

  13. Index Card Grade Level Additive/Multiplicative Type of structure Text of word problem 1 of ?

  14. Suggested Implementation5-10 minutes

  15. It is more than a diet!It is a lifestyle change!

  16. Change 10% • 10% of 300 minutes • 30 minutes/day • Which 30 minutes will you change? • What will you differently?

  17. How will you share? • Develop a plan for sharing the information from today’s session. • Share with another school?

  18. Session Debrief • Ah-Ha! • Oh No! • One step we are going to take.

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