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Teaching through the Mathematical Processes Session 2: Problem Solving with the Mathematical Processes in Mind.

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Presentation on theme: "Teaching through the Mathematical Processes Session 2: Problem Solving with the Mathematical Processes in Mind."— Presentation transcript:

1 Teaching through the Mathematical Processes Session 2: Problem Solving with the Mathematical Processes in Mind

2 Find Someone Who... Find someone in the group who satisfies a criteria on the card. Each square must have a different name. First BINGO - diagonals Second BINGO – full card

3 Mathematical Processes

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6 Exploring Mathematical Processes Individually, explore the Mathematical Processes package with particular attention to a “different” process from what you studied earlier.

7 Big Idea is Problem Solving Problem solving forms the basis of effective mathematics programs and should be the mainstay of mathematical instruction. The Ontario Curriculum Grades 1 – 8, Mathematics, Revised 2005

8 Problem Solving with the Mathematical Processes in Mind With your partner(s) select one of the given problems to solve. Ask questions using the Mathematical Process package prompts. Note when a Mathematical Process is being used.

9 DECK = = І І Problem Solving with the Mathematical Processes in Mind COTTAGE You have been hired to build a deck attached the second floor of a cottage using 48 prefabricated 1m x 1m sections. Determine the dimensions of at least 2 decks that can be built in the configuration shown. Will different decks require the same amount of railing? Explain. Deck Problem

10 Problem Solving with the Mathematical Processes in Mind Trapezoid Problem Three employees are hired to tar a rectangular parking lot of dimensions 20 m by 30 m. The first employee tars one piece and leaves the remaining shape, shown below, for the other 2 employees to tar equal shares. Show how they can share the job. Justify your answer.

11 Problem Solving with the Mathematical Processes in Mind Revisit the problem. Solve the problem in two more different ways: - ask questions using the Mathematical Process package prompts - note when a Mathematical Process is being used.

12 Deck Problem: Multiple Strategies Graphical Representation Short Edge Long Edge Numerical Representation Algebraic Representation Concrete Representation 2xy – x 2 = 48 Cottage

13 Deck Problem: Tiles Cottage Perfect Square Number Even Number of Tiles Remaining 48 – 1 2 = – 2 2 = – 3 2 = – 4 2 = – 5 2 = – 6 2 = 12

14 Problem Solving Across the Grades A 1 = 120 m 2 A = 240 m 2 A 2 = 60 m 2 A = 180 m 2

15 Problem Solving Across the Grades A 2 = 60 m 2 A = 240 m 2 A = 180 m 2 x = 12 mx = 6 m A 1 = 120 m 2

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17 12 cm H >

18 x + y = 30A 1 = A 2... y = x + 6 >

19 y = 30 - x y = x + 6 ( 12, 18) Problem Solving Across the Grades x = 12 and y = 18

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21 Problem Solving Across the Grades 15 m 3 3

22 Problem Solving Across the Grades 18 cm

23 Problem Solving Across the Grades

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25 Discuss How did solving this problem in more than one way encourage and promote the use of different Mathematical Processes?

26 Home Activity Reflection Journal: Write about the interconnectivity of the Mathematical Processes and problem solving. Investigate other ways to solve the problem you were given.


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