How Would You Prove It?

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How Would You Prove It?

  1. 1. How Would You Prove It? <ul><li>Using Models for Number Sense </li></ul><ul><li>Presented by </li></ul><ul><li>Teresa Savage & Karen Mirkovich </li></ul><ul><li>Swans Creek ES </li></ul><ul><li>Prince William County Schools, Virginia </li></ul>
  2. 2. Focus for Today <ul><li>Use of the NCTM Process Standards with young students to enhance their problem solving skills. </li></ul><ul><li>Students’ use of mathematical tools to represent their thinking and prove their solutions. </li></ul><ul><li>Use of a Math Workshop format to support problem solving. </li></ul><ul><li>Collaboration of classroom teachers with a Math Specialist. </li></ul>
  3. 3. Teacher Reflection <ul><li>How does the process of communicating by students benefit </li></ul><ul><li>themselves </li></ul><ul><li>their peers </li></ul><ul><li>teachers </li></ul><ul><li>What would you see and hear in a classroom where students communicate in mathematics? </li></ul>
  4. 4. Creating a Environment for Communication Student Centered Classroom Ownership of the work Ownership of discussion Ownership in collaboration
  5. 5. Providing a Context for Math Talk Worthwhile Tasks On-going Investigations Embedded in real-life contexts Spark Discussion Galley Walks
  6. 6. Components of a Math Workshop Why, When, Where, How? <ul><li>Posing a Problem </li></ul><ul><li>Constructing Knowledge through small group, pairs, or individual work. </li></ul><ul><li>Writing solutions and proofs. </li></ul><ul><li>Math Congress </li></ul>
  7. 7. The Masloppy Family Goes to New York <ul><li>Which coins will Nicholas put in each bag? </li></ul><ul><li>There are three bags: </li></ul><ul><li>subway trip </li></ul><ul><li>museum trip </li></ul><ul><li>boat trip. </li></ul><ul><li>Each bag has an equivalent amount. </li></ul><ul><li>From Trades, Jumps and Hops Mathematics in Context Series </li></ul><ul><li>Fosnot & Lent (2007) </li></ul>
  8. 8. The Subway Problem <ul><li>How many people could have left the subway train and how many could have boarded if there were ten and now there are fifteen and I stayed on the train? </li></ul><ul><li>From Trades, Jumps and Hops Mathematics in Context Series </li></ul><ul><li>Fosnot & Lent (2007) </li></ul>
  9. 9. Math Tools <ul><li>Mathematics in the tools or mathematics supported by the tools? </li></ul>
  10. 10. Representations and Models used for Number Sense <ul><li>Cuisenaire Rods </li></ul><ul><li>Cube Lines </li></ul><ul><li>Empty Number Lines </li></ul><ul><li>Hundreds Charts </li></ul><ul><li>Number Strings </li></ul><ul><li>Tens Frames </li></ul><ul><li>Rek and Reks </li></ul>

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