This document discusses how Thinking Maps can be used to represent and develop the different types of thinking done in math class. It provides examples of how each Thinking Map (Circle Map, Double Bubble Map, Tree Map, Brace Map, Flow Map, Multi-Flow Map, Bridge Map) can be applied to different math activities, concepts, and word problems. Specific math topics that are broken down and modeled with Thinking Maps include operations, measurement, geometric shapes, fractions, word problems, and logic problems. Teachers are then asked to work with a partner to design a Thinking Map for a math concept they may teach or a problem students could encounter.

1. Math and
Thinking Maps
Presented by:
Bonnie Jones
bjones1@aisd.net
August 3, 2006

2. What do you hope to walk away with
today?
Why did you choose this session?

3. Thinking and Math
What type of thinking occurs daily in
math?
Thinking
done in math
class

4. Thinking maps represent 8 thought
processes.
Look at your list of thinking…match maps to
the thinking that students do in math
class.
Circle Tree
Thinking in Math Class

5. Activities--Circle Map-
brainstorming, defining
*What do you know about ______ ?
*

6. Activities-Double Bubble Map-like
a Venn diagram--compare/contrast
*Greatest Common Factor/Least Common
Multiple
*compare geometric figures/shapes
*compare terms: perimeter/area

7. Activities-Tree Map-categorize, sort,
organize
*Sorting--measurement activity--in., ft., yd.
*Sort: geometric figures/shapes
*Sort word problems: add, subtract, multiply,
divide, multi-step
*Sort: prime numbers, composite numbers,
odd numbers, even numbers
**Remember: pictures, words, or both

8. Activities-Brace Map-analyze, break
into parts

9. Activities-Brace Map-analyze, break
into parts

10. Activities-Brace Map-analyze, break
into parts
18. When Maggie went to her sister’s
graduation, she saw that 300 students were
graduating. Maggie noticed that equal
numbers of graduating students were seated
in 5 different sections of the auditorium. How
many graduating students were seated in 1
section?
From: www.tea.state.tx.us 4th gr math 2004

11. Activities-Brace Map-analyze, break
into parts
When Maggie went to her sister’s graduation, she
saw that 300 students were graduating.
Maggie noticed that equal numbers of graduating
students were seated in 5 different sections of the
auditorium.
How many graduating students were seated in 1
section?

12. Activities-Brace Map-analyze, break
into parts
300 students
equal numbers 5 different sections
How many graduating students were seated in 1
section?

13. Activities-Brace Map-analyze, break
into parts
300 divided by 5 equal parts
=_______

14. Activities-Brace Map-analyze, break
into parts

15. Activities-Flow Map--Sequence
Have students break down the steps in
answering math problems…
What do you do first, second, third, and so
forth…

16. Activities-Multi-flow Map--
cause/effect
Making 48
48 *1
56-8
32 + 16
96/2

17. Activities-Bridge Map--
Analogy/relationships
Based on the information in the table, how would Hal find the
price of 1 ticket?
A Multiply the number of tickets by 5
B Add 3 to the number of tickets
C Subtract the number of tickets from the price of tickets
D Divide the price of tickets by the number of tickets
From: www.tea.state.tx.us 4th gr math 2004
19. Hal used this table to find the total prices of
different numbers of tickets to a basketball game.
(Table is included in the actual problem…I put the info
in a bridge map).
5
10 15 20
$15 $30 $45 $60
What is the RELATING FACTOR?

18. Activities-Bridge Map--
Analogy/relationships

19. Your turn……
With a partner:
*Decide on a math concept you might
teach or a problem a student might
encounter
*What thinking map would you model
or expect students to use?
*Use chart paper to make your map