Functions across the grades
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This document discusses functions across different grade levels and provides an overview of key mathematical concepts. It summarizes different types of functions such as linear, quadratic, absolute value, and logarithmic/trigonometric functions. It also outlines six major mathematical processes: communication, connections, mental mathematics and estimation, problem solving, reasoning, and visualization. The document emphasizes developing positive attitudes towards mathematics and lists eight mathematical practices.
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If You Can Dodge A Wrench
Presentation about using projects to teach math standards to special education students in elementary school.
Kdg mp and problem solving intro 8.28.12
This document provides an overview of a workshop on integrating the 8 Mathematical Practices from the Common Core State Standards into K-2 mathematics teaching. It includes an introduction, pre-workshop survey, activities on writing story problems, teaching kindergarten all day, the 8 practices, and resources. Participants worked in groups to remodel story problems using the practices, and presented their work. Norms for classroom discussion were discussed. The goal was for teachers to learn to use the practices to develop deeper mathematical understanding in students.
Maths for blog
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Math Reform
- Historical data shows that many students struggled with basic math skills like fractions and division in the past, even before calculators were available, showing conceptual understanding has long been a challenge.
- Research demonstrates that the brain is malleable and an enriched learning environment is key to maximizing students' potential. Problem-solving approaches to math instruction that focus on sense-making and communication of ideas have been shown to develop students' "mathematical power" and belief in their own math abilities.
- Effective math lessons involve students collaboratively solving problems and sharing their work, while teachers clarify concepts. Computation is still important but should be taught after conceptual understanding, and parents can support math learning at home through everyday activities.
Connect with Maths~ Teaching maths through problem solving
This document provides guidance for teachers on facilitating student problem solving and reasoning in mathematics through key teacher actions. It discusses posing challenging tasks, being clear about learning goals, and orchestrating mathematical discussions. Some important points are: teachers should select tasks that cannot be solved easily to encourage higher-level thinking; setting clear learning goals helps guide instruction; and facilitating productive class discussions involves techniques like revoicing students' reasoning and using wait time. The overall message is that teachers should aim to create an environment where students can grapple with open-ended problems and learn from each other through collaboration and explanation of their mathematical thinking.
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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning.
The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking.
The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate.
In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.
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The document appears to contain a single year - 1971. In just 3 words, it conveys very little contextual information or meaning on its own. More context would be needed to understand the significance or purpose of including only this year.
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The document discusses standards-based assessment and answers common questions about the transition from traditional grading to standards-based assessment. Some key points include:
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- It lists big ideas, competencies, and content topics related to teaching slopes and equations of lines.
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The document contains a series of math problems asking which two expressions are most alike or what is the same and different between expressions. It focuses on comparing fractions, division, subtraction, and algebraic expressions. The high level theme is evaluating similarity and differences between mathematical terms and expressions.
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Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
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Functions across the grades
- 1. FUNCTIONS ACROSS THE GRADES Northwest Mathematics Conference Victoria, BC ∙ October 19, 2012
- 2. CHRIS HUNTER K-12 Numeracy Helping Teacher School District No. 36 (Surrey) hunter_c@surreyschools.ca
- 4. At a father-son golf tournament, • fathers shake hands with each other • fathers shake hands with sons (except their own) How many handshakes occur?
- 5. The “Classic” Handshake Problem How many handshakes occur when there are n people?
- 6. The “Classic” Handshake Problem n ( n − 1) n C2 = 2 1 2 1 = n − n 2 2
- 7. Linear Quadratic Absolute Value Logarithmic Trigonometric
- 11. [C] CONNECTIONS
- 12. [ME] MENTAL MATHEMATICS & ESTIMATION
- 14. [PS] PROBLEM SOLVING Solving problems is not only a GOAL of learning mathematics, but also a major MEANS of doing so. If students have already been given ways to solve the problem, it is not a problem, but…
- 15. practice.
- 16. [R] REASONING
- 18. [T] TECHNOLOGY
- 20. POSITIVE ATTITUDES IN MATHEMATICS • enjoy & value mathematics • develop mathematical habits of mind • take risks • exhibit curiosity • make & correct errors • persevere • experience mathematics in non-threatening, engaging ways • understand & appreciate the role of mathematics in human affairs
- 21. MATHEMATICAL PRACTICES (not a Canadian Concern, Strictly Speaking) 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.
- 31. Barbie Bungee
- 34. I’m a frayed knot.
- 35. Follow Up on Friday Bubbles Fawn Nguyen http://fawnnguyen.com/
- 36. The more sides you have, the greater your angles. So, the smarter you are. I’m a frayed knot.
- 46. Estimation 180 Andrew Stadel http://www.estimation180.com/
- 47. Absolute Value Both Rigorous and in Context Kate Nowak http://function-of-time.blogspot.com/
- 49. “Into the Mystic” Date Added: 08-10-13 Plays: 62 Last Played: 12-04-19
- 51. y = 0.84x − 1036 y = 0.84 ( x − 1233) y − 63 = 0.84 ( x − 1308 )
- 54. Thank-you!
- 55. reflectionsinthewhy.wordpress.com @ChrisHunter36
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