08 07 15 Where Does the Math Go From Here Goals Reflect upon your MTM learning Examine the patterns mathematics strand K6 and beyond Practice ResearchBased Strategies for effective m ID: 712760
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TRC/Region 8MTM Summer Institute 201508 07 15
Where Does the Math Go From Here?Slide2
GoalsReflect upon your MTM learningExamine the “patterns” mathematics strand K-6 and beyond
Practice Research-Based Strategies for effective math teachingReflect upon your role as a campus mentorDiscuss 21
st century skills and what that means for your classroom Slide3
Leadership Lessons from Dancing Guy
What can we learn from the lone nut?
https://
www.youtube.com/watch?v=fW8amMCVAJQ
Slide4
How Do You Teach Math? Problem-Centered LearningProject-Based Learning
Hands-On LearningExplain-Practice-LearnConceptual LearningReflectionSlide5
ResearchThere are serious limitations in the “explain-practice” method of instruction and active learning.
Reflection plays a critically important role in mathematics learning and just completing tasks is insufficient. Encouraging reflection results in greater mathematics achievement. (Wheatley,
Educational Studies in Mathematics, 23: 529-551). Slide6
The “Big 20”Strategies That Take Advantage of How the Brain Learns Best (Pat Wolfe and Marcia Tate)
1.
Writing/Reflecting/ Journals2. Storytelling3. Mnemonics4. Use of Visuals
5. Movement
6. Role Play / Simulations
7. Visualization
8. Metaphor, Simile, Analogy
9. Collaborative Learning
10. Music, Rhythm, Rhyme, and Rap
11. Humor
12. Drawing
13. Discussion / Brainstorming
14. Games
15. Problem-Based Learning
16. Manipulative / Hands-On Activities
17. Graphic Organizers
18. Technology
19. Field Trips
20. RecitationSlide7
Reflection
Helps students connect to prior learning
Helps students recognize the strategies they are using.
Improves problem-solving skills.
Helps students transfer their knowledge.
Helps students “make meaning.”Slide8
Reflection 1Reflect on your MTM experience thus far.
Draw a graphic representingyour 3-4 most significant learnings
from the sessions.Which ideas/topics/sessionsHave been the most effectivein supporting your growth as
a math educator.Slide9
Slide10
Edgar Dale Cone of ExperienceSlide11
Learning Activities (answer bank)See and HearHearDo
MeasureSeeReadSay and WriteSmellSlide12
Edgar Dale Cone of ExperienceSlide13
Where Does the Math Go From Here? Slide14
The Importance of Vertical Progression
Math 3
Math 4Math 5
3.5E
Represent real-world relationships using number pairs in a table and verbal descriptions.
Readiness Standard
4.5B
Represent problems using an input-output table and numerical expressions to generate a number pattern that follows a given rule representing the relationship of the values in the resulting sequence and their position in the sequence.
Readiness Standard
5.4C & 5.4D
Generate a numerical pattern when given a rule in the form y = ax or y = x + a and graph.
Readiness Standard
Recognize the difference between additive and multiplicative numerical patterns given in a table or graph.
Supporting Standard Slide15
The Importance of Vertical Progression
Math 3
3.5E
Represent real-world relationships using number pairs in a table and verbal descriptions.
Readiness StandardSlide16
Mr.
Haktak
digs up a curious brass pot in his garden and decides to carry his coin purse in it. When Mrs.
Haktak's
hairpin slips into the pot, she reaches in and pulls out two coin purses and two hairpins--this is a magic
pot.
Patterns: Grade 3Slide17
Slide18
Slide19
Slide20
Grade 3 PracticeSlide21
What do you know about teaching patterns in Math 3? Slide22
The Importance of Vertical Progression
Math 3
Math 4Math 5
3.5E
Represent real-world relationships using number pairs in a table and verbal descriptions.
Readiness Standard
4.5B
Represent problems using an input-output table and numerical expressions to generate a number pattern that follows a given rule representing the relationship of the values in the resulting sequence and their position in the sequence.
Readiness Standard
5.4C & 5.4D
Generate a numerical pattern when given a rule in the form y = ax or y = x + a and graph.
Readiness Standard
Recognize the difference between additive and multiplicative numerical patterns given in a table or graph.
Supporting Standard Slide23
4.5B
Represent problems using an input-output table and numerical expressions to generate a number pattern that follows a given rule representing the relationship of the values in the resulting sequence and their position in the sequence.
Grade 4Slide24
Slide25
Position
Value1
2
3
6
4.5B
Represent problems using an input-output table and numerical expressions to generate a number pattern that follows a given rule representing the relationship of the values in the resulting sequence and their position in the sequence.
Slide26
Slide27
Doggy Day Care SequenceTable
Math 4
4.5B
Represent problems using an input-output table and numerical expressions to generate a number pattern that follows a given rule representing the relationship of the values in the resulting sequence and their position in the sequence.
Readiness StandardSlide28
What Do You Know About Patterns in Math 4? Slide29
The Importance of Vertical Progression
Math 3
Math 4Math 5
3.5E
Represent real-world relationships using number pairs in a table and verbal descriptions.
Readiness Standard
4.5B
Represent problems using an input-output table and numerical expressions to generate a number pattern that follows a given rule representing the relationship of the values in the resulting sequence and their position in the sequence.
Readiness Standard
5.4C & 5.4D
Generate a numerical pattern when given a rule in the form y = ax or y = x + a and graph.
Readiness Standard
Recognize the difference between additive and multiplicative numerical patterns given in a table or graph.
Supporting Standard Slide30
Multiplicative vs. AdditiveI am 3 years older than my sister.Egg cartons with 12 eggs.
Cost per movie ticket.Delivery charge of $5 is added to each order.Oranges are on sale 3 for a dollar.Each week Charlie gives 5 dollars from his pay check to a charity. Slide31
Multiplicative or Additive
Input
(x)Output (y)
0
0
1
20
2
40
3
60
5
100Slide32
Multiplicative or Additive
Input
(x)Output (y)0
20
1
21
2
22
3
23
5
25Slide33
Teacher – Student Tutorials
Work in PairsSlide34
Math Journal 2
Reflection Explain the difference between an Additive Relationship and a Multiplicative Relationship, without using words.Slide35
Where Do We Go From Here?
Math 5
Math 6Math 7
5.4C
Generate a numerical pattern when given a rule in the form y = ax or y = x + a and graph.
Recognize the difference between additive and multiplicative numerical patterns given in a table or graph.
6.4A
Compare two rules verbally numerically, graphically, and symbolically in the form
y = ax
or y = x + a in order to differentiate between additive an multiplicative relationships.
7.4A, 7.4C
Represent constant rates of change in mathematical and real-world problems given pictorial, tabular, verbal, numeric, graphical, and algebraic representations, including
d = rt
.
Determine the constant of proportionality (
k = y/x
) within math and real-world problems.
Slide36
Slide37
Slide38
Equation or Expression
Equation
Expression
An equation is a sentence.
An expression is a phrase.
Solves
Simplify
10 = x - 5
x - 5
A number is less than five.
Five less
than a number.Slide39
Math 6 Different Representations Practice (pink)Slide40
Quad Card Activity Card (Numbered Heads)
Work in groups of 2 or 3.Each Activity Card represents real-world problems with pictorial
, tabular, verbal, numeric, graphical, or algebraic representations.
One representation does not belong.
Identify the “wrong” representation.Slide41
Where Do We Go From Here?
Math 5
Math 6Math 7
5.4C
Generate a numerical pattern when given a rule in the form y = ax or y = x + a and graph.
Recognize the difference between additive and multiplicative numerical patterns given in a table or graph.
6.4A
Compare two rules verbally numerically, graphically, and symbolically in the form
y = ax
or y = x + a in order to differentiate between additive an multiplicative relationships.
7.4A, 7.4C
Represent constant rates of change in mathematical and real-world problems given pictorial, tabular, verbal, numeric, graphical, and algebraic representations, including
d = rt
.
Determine the constant of proportionality (
k = y/x
) within math and real-world problems.
Slide42
… Said no teacher EVER. http://
www.youtube.com/watch?v=iXFSSwisAM8&sns=emSlide43
Coordinate Plane Journal Response Prompts Slide44
Facilitating 21st
Century Learning in
Your Classroom
Slide45
Use this chart as a brainstorming tool to reflect upon the changes that have taken place during your lifetime
.
Activities
Your School Years
Your Life Today
Communication
Careers
Methods of Purchase
EducationSlide46
21st Century Learning Environments
https://www.youtube.com/watch?v=vIKly3WnFzESlide47
Why are 21st century skills important?
The demands of the workplace are changing.The nature of student experience has changed (at school).
The nature of student experience has changed (outside of school).The magnitude of our competition is changing. We must compete globally – not just locally.Slide48
Video ClipWhat is 21st Century Education?
https://www.youtube.com/watch?v=Ax5cNlutAysSlide49
JournalContrasting 20th and 21
st Century Educational Practices
20th Century Practice
Teacher’s role
Student’s role
Lesson design
Instructional strategies
Instructional and technology tools
Assessment practices
21
st
Century Practice
Teacher’s role
Student’s role
Lesson design
Instructional strategies
Instructional and technology tools
Assessment practicesSlide50
This story is about the big public
conversation our nation is not having about education. About whether an entire generation of kids will fail to make the grade in the global economy because they cannot think their way through abstract problems, work in teams, distinguish good information from bad, or speak a language other than English.
How to Build a Student for the 21
st
Century, Time Magazine, December 18, 2006lSlide51
Workforce Readiness SurveyWhat Skills Have Grown in Importance in the Past Five Years?
Critical Thinking
78%
Information Technology
77%
Collaboration
74%
Innovation
74%
Personal Financial Responsibility
72%Slide52
Key Element #1Today’s Learners Are Different
Marc Prensky,
Digital Natives, Digital Immigrants
2001
They think and process information fundamentally differently from their predecessors.Slide53
Video: Engage Mehttps://www.youtube.com/watch?v=ZokqjjIy77YSlide54
Key Element #2
21st Century Content should be delivered in a 21st
Century ContextRelevant Context
vital, practical
emotional and social connections
bringing the world into the classroom, taking students out into the world
creating opportunities for students to interact with each other
and adults in authentic
learning situationsSlide55
Key Element #3
We MUST teach 21st Century Skills & Content
Global awareness
Teamwork
Problem Solving
Critical Thinking
Communication Skills
Collaboration Skills
Creating
Innovating
Thinking Systemically
Adaptability
Embracing Change
Information LiteracySlide56
The Elevator PitchThis
is a short, pre-prepared speech that explains what your organization does, clearly and succinctly.It should be possible to deliver the summary in the time span of an
elevator ride, or approximately thirty seconds to two minutes. Slide57
The Elevator PitchThis
is a short, pre-prepared speech that explains what you do in your classroom, clearly and succinctly.
It should be possible to deliver the summary in the time span of an elevator ride, or approximately thirty seconds to two minutes. Slide58
Journal: Elevator Pitch “Must Haves”
Hook – statement or question that immediately piques interest of recipient
Passion – if you are not excited about your business, no one else will be either
Request
– Ask recipient for permission to call, a referral to others, or feedback
Short
– assume you have less than a minute, and sometimes only time for a few sentencesSlide59
Suggested Elements Say something intriguing that will make the person want to hear more.
Shift into storytelling mode. “For example, we…”Add an emotional benefit statement.
Quantify your success.Slide60
“The purpose of the
pitch isn’t necessarily to move others to adopt your idea, it’s to offer something so compelling it begins a conversation.”
Daniel H. PinkSlide61
Activity: Elevator Pitch
Bill Gates is giving $1,000,000 to enhance math education on a campus in NE Texas. His #1 criterion is the quality of math education on the campus. Your school applied
for the $1,000,000. You are in Dallas for a workshop and find yourself on an elevator with Mr. Gates. What is your pitch?Slide62
Math Journal
Create a poem, rap, or song that will help you remember what you learned today. Slide63
https://www.youtube.com/watch?v=R9rymEWJX38
No Cell Phones Allowed