2. Math Homework What does it look like for you and your child? Sometimes it can be just as frustrating for you as it is for your child. or A better understanding of the new math curriculum will help you and your child.
7. Less is More Objectives have been streamlined at each grade level. More time for deeper, richer concept development. Students develop and communicate their understanding.
15. The Big Four Build Number Sense Pre-Algebraic Thinking Teaching “Through” Problem Solving Developing Personal Strategies
16. Number Sense Subitize collections Comparing Numbers Understanding Operations number lines benchmarks and referents place value balances Mental Math and Estimation
17. Dot Collections Help students “SUBITIZE” Recognize quantity at a glance Recognize part – whole relationships Helps students transform quantity
18. I saw 2 columns of four Is that what I showed? No, I moved them in my head. Dot Collection Website
19. Ten Frames As students mentally “move” dots to form familiar pattern, they are developing flexibility of thought and dynamic imagery. - Grayson Wheatley
20. Mental Math and Estimation Mental mathematics is the cornerstone of all estimation processes Draw a number line like this one. Place the fractions 3/8 and 4/7 on the number line. Explain to a partner how you decided where to place each fraction. 0 1
29. Listing equations of equality Symbolic Representation Moving to symbolic representation 4 + 5 = 7 + 2
30. Problem Solving Should be meaningful to students Should accommodate different abilities Provide opportunity for collaboration with peers. Students represent understanding with concrete, pictorial and symbolic models.
31. Grade one example There are 7 cookies on the plate. Some are peanut butter and some are chocolate chip. What is on the plate? How many solutions? Can you use 7 and 0? Could students learn facts for seven by solving this problem?
32. Grade Two Example Ladybugs can have 2, 5 or 7 spots. My friend has a jar of ladybugs. He says altogether there are 18 spots. How many ladybugs could be in the jar?
37. Give a man a fish, and you feed him for a day. Teach a man to fish, and you will feed him for a lifetime - Chinese Proverb Summary of the Retention of Learning Verbal Verbal/visual Hands on From How the Brain Learns David Sousa
38. Success … Students know “math is everywhere…..” Have a positive attitude towards math. Want to try new strategies to complete tasks. Are curious … want to understand “why?” Engage and persevere to complete tasks. Communicate their understanding.
Editor's Notes
Slide 24 – 39 of Debbie Duvall’s presentation
Students who are allowed the time, experience and supportive environment within which they are able to build conceptual understanding are able to develop and apply meaningful strategies for solving problems. These strategies may or may not “look” like those that we as teachers are familiar with. What matters is if they work consistently and if they are based on mathematical reasoning. Sometimes personal strategies lead students to the awareness of and desire to move to “procedures” that adults show them. But more often the procedures students develop become internalized and automatic. They are able to complete far more work in their heads without the need for paper and pencil allowing them the time and skill to engage in more rich and complex problems.
