moving from i'm not good at math to i love math -...
TRANSCRIPT
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Today’s Agenda- Look at reasons students say “I’m not good at
math”- Learn strategies for engaging those learners- Discuss opportunities for review and fluency that
build confidence- Design lessons with those learners in mind
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What causes students to say “I’m Not Good at Math”?× Parents weren’t good at it× It’s hard-- they don’t understand× Lack of number sense× They never have the right answer× They might not be the quickest student to solve
a problem× Prior bad experience-- someone told them they
weren’t good at math
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My Theories:Jackie has 6 boxes of beads. In each box, there are 54 beads. How many beads does she have in all? Use the area model to solve.
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Creating a classroom where kids love math- Provide lots of math opportunities that don’t have a
right answer- Focus on the why and how- Put less emphasis on speed- Change up grouping frequently- Make tasks meaningful and engaging- Bring in student interest- Make review/repeated practice meaningful and
engaging
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What are students “Good At” at your Level?× Dancing× Video Games× “Being nosy”× Sports× Drawing× Making slime× Fidget spinners!!!× Music× Legos× Talking to each other
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What are students interested in at your Level?
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MATH TASKS!
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How much does it cost for 10 workouts if you pay as you go?
Looking at the 3 plans, decide which would be the best membership for a new member to buy depending on how many times they go to the gym.
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Dan Meyer’s Three Part Act
ACT ONE: Visual/ Interactive Introduction
ACT TWO: Present a mathematical problem ACT THREE: Conclusion
and Extension
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Class, as you watch this video, brainstorm what math questions you have about the video.
http://safeshare.tv/v/ZoN5vrtKiHQ
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What mathematical questions do we have about this video?
Liz: How high can I jump on a trampoline?
Nissa: How much does a slushee cost?
Karen: How big is the trampoline? Tall? Wide? Trampoline?
Carson: What is the angle of their bodies as they flip into the foam pit?
Katie: How many jumps per minute? Are peoples jumps the same?
Sam: What is the fraction of kids jumping? Flipping?
Margaux: What is the volume of the foam pit?
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Katie is so excited to take her friends with her to Sky Zone to jump in the fun jump for an hour. It costs $15 to jump for one hour, and she plans to take herself and 12 friends. Her mom gave her $150. Katie isn’t sure if that will be enough.
Explain to Katie how shecould know if that is enough.
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To multiply, we can use strategies like:
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Day Two: The sequel...
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SPIRAL REVIEW and PRACTICE
Liz: How high can I jump?
Liz can jump 4 feet into the air on the trampoline. The highest jump ever recorded on a trampoline is 5 times that high. How high was the record jump?
Karen: What is the size/area of the the trampoline?
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Other ways to push thinking:
- Give them the website and give their questions back and have them research the numbers themselves
- Give them a chart with the numbers and the questions, and they have to decide which numbers to include
- Ask them to make a prediction/estimation for each question, solve the problem, and then write a conclusion about what they learned
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Extending our tasks into Small Group Practice- Group students by strategies, and work
on pushing them towards more efficient strategies
- Or mixed ability group can work on similar word problems that they can continue practicing their strategies on
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RECAP:
Act One: give an ENGAGING introduction where kids ask questions (this matches student interest and strengths)
Act Two: solve and share a task
Act Three: Students answer the questions they asked and they visit small groups to work on strategies
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Nana’s Recipe
1 ¼ cup of butter1 ⅛ cup of white sugar1 ⅛ cup of brown sugar2 eggs2 ⅔ cup of flour1 teaspoon baking soda½ teaspoon of salt2 teaspoons of vanilla1 ¾ cup of chocolate chips
Aunt Sandy’s Recipe
1 ⅛ cup of butter1 ⅙ cup of white sugar1 ⅙ cup of brown sugar2 eggs2 2/4 cup of flour1 teaspoon baking soda¼ teaspoon of salt2 teaspoons of vanilla1 ⅜ cup of chocolate chips
Cousin Jeremy’s Recipe
1 ⅕ cup of butter1 ⅓ cup of white sugar1 ⅓ cup of brown sugar2 eggs2 2/2 cup of flour1 teaspoon baking soda1/10 teaspoon of salt2 teaspoons of vanilla1 3/2 cup of chocolate chips
Which recipe do you think would be the most delicious? Prove why you think that based on the ingredients in each.
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Hand a pile of legos to each group, and give them time to build. What mathematical questions do you have?
What is the value of your lego structure?Red- .08Green- .17Yellow- .12Grey- .23White- .29Other- .4
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Create our own three part Tasks that we could use THIS
year
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How to Create a 3 part Task...1. Pick a topic that you know your kids (or one specific
student) is interested in2. Find a task for the standard you are teaching and
modify the topic3. Create a visual/interactive slide, a slide for their
questions, a task slide, a conclusion slide, and a small group slide
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Act One: Interactive/Visual
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Act One: What Mathematical questions do we have?
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Act Two: Task
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Act Two: Share Strategies
What strategies do you anticipate?
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Act Three: How will i use the spiral review
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Day Two Anticipated small groups:
Group One:Group Two:Group Three:
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Task Resources:https://learnzillion.com/
https://www.illustrativemathematics.org/
https://illuminations.nctm.org/
http://maccss.ncdpi.wikispaces.net/Elementary
Georgia Units
Tasks for each grade level that I already picked out