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Math Department Meeting

Math Department Meeting . 1-28-13. NCTM. Derek Pipkorn Maria D'Amato Rachel Strutz Amanda Larson. Last Time. Developing students' understanding through questioning wikispaces link Did anyone use the question stems from the article?. Balanced Math Instruction. Conceptual Understanding

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Math Department Meeting

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  1. Math Department Meeting 1-28-13

  2. NCTM Derek Pipkorn Maria D'Amato Rachel Strutz Amanda Larson

  3. Last Time Developing students' understanding through questioning wikispaces link Did anyone use the question stems from the article?

  4. Balanced Math Instruction • Conceptual Understanding • Procedural Fluency • Application

  5. You understand math if you could do the following: Explain mathematical concepts and facts in terms of simpler concepts and facts. Easily make logical connections between different facts and concepts.

  6. What is "conceptual understanding"? Recognize the connection when you encounter something new that's close to the mathematics you understand Identify the principles in the given piece of mathematics that make everything work. (you can see past the clutter) http://www.math.utah.edu/~pa/math.html

  7. Review • Conceptual Knowledge logical relationships, representations, an understanding and ability to talk, write and give examples of these relationships, etc. • Procedural Knowledge knowledge of rules and procedures used in carrying out routine mathematical tasks and the symbols used to represent mathematics • Know which students have • which type of knowledge

  8. Strategies to Teach Conceptual Understanding

  9. Strategy 1: Vocabulary Building

  10. Strategy 1: Vocabulary Building Graphic Organizer: Look at the CCSSM. Select key words and organize them. Understand ratio concepts and use ratio reasoning to solve problems. • ratio, rate, tables, diagrams, equations, coordinate plane, measurement, percent, convert • Relationship between two quantities

  11. Strategy 1: Vocabulary Building • Frayer Model

  12. Strategy 2: Visual Support • Common Core Tool Box http://www.ccsstoolbox.com/?3e3ea140 • BuzzMath http://www.buzzmath.com/TableOfContents/#id=CC06E970 • Illuminations http://illuminations.nctm.org/

  13. Strategy 3: Evaluation/Justification • The garden had a length of 12 feet and a width of 8 feet. Sally and Mike wanted to put up a fence. Sally thought 40 feet would be enough, but Mike said they needed 96 feet. Mike bought two packages of 50 feet of fencing. Was there any left over fencing? Why or why not? • How much dirt would they need if they wanted to fill the garden with 3 inches of topsoil? Explain how you found your answer.

  14. Strategy 4: Discussion and Questioning • Present problem or task • Allow students to solve and justify • Work in collaborative groups to discuss • Evaluate strategies and solutions in whole group Keep in mind: Student should begin with short segments of work time and students gradually lead the questioning and evaluation discussions

  15. Conceptual Understanding Resources • http://www.ccsstoolbox.com/?3e3ea140 • http://www.buzzmath.com/TableOfContents/#id=CC06E970 • http://mathsnacks.com/index.php • http://www.edu.gov.mb.ca/k12/cur/math/c_u/index.html • http://illuminations.nctm.org/ActivitySearch.aspx

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