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Teaching through the Mathematical Processes Session 3: Connecting the Mathematical Processes to the Curriculum Expectations

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Share Solutions … Individually: Share your solutions to the Home Activity problem on chart paper. Post your solutions, grouping similar strategies. Do a gallery walk, noting the different strategies. Whole Group: Discuss placement of the solutions. Bansho Strategy

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Multiple Solutions … “How did solving your problem in more than one way encourage and promote the use of different Mathematical Processes?”

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Math Processes and Curriculum In groups of 2 or 3, select an overall expectation in a strand of a course or grade. Read the overall expectation and identify the mathematical process in it. Read the Specific expectations and identify the primary Mathematical Process in each. Make conclusions that pertain to “teaching to the processes.” REPORT

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Reasoning and Proving Thinking Problem Solving Knowledge and Understanding Reflecting Communication Application RepresentingCommunicating Selecting Tools and StrategiesConnecting Conceptual UnderstandingProcedural Knowledge Mathematical Processes Connecting … Achievement Chart and Mathematical Processes

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Continuum and Connections Perimeter, Area and Volume

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Developing Proficiency Facts & Procedures, Conceptual Understanding, and Mathematical Processes

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Continuum and Connections select a continuum and grade level study the questions on developing proficiency for the expectation from this continuum compose a new question related to this expectation but with a focus on a different mathematical process In pairs:

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Guess the Process … Share your created problem. Don’t tell the process…. Group conjectures what process is being focussed on, and explains their reasoning.

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Home Activity Reflection Journal: “How does taking up a variety of solutions support differentiated instruction (DI)?”

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