Presented by Heather Sparks, NBCT 2009 Oklahoma Teacher of the Year June 4, 2012

“A balanced combination of procedure and understanding”

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 tolls strategically. 6. Attend to precision 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

Utilizing Writing in Math Class Presented by Heather Sparks 2009 Oklahoma Teacher of the Year June 4, 2012 OSSM

National Council of Teachers of Mathematics (NCTM) “Instructional programs from Pre-K through grade 12 should enable all students to—  communicate their mathematical thinking coherently and clearly to peers, teachers, and others; communicate their mathematical thinking  organize and consolidate their mathematical thinking through communication; organize and consolidate  analyze and evaluate the mathematical thinking and strategies of others; analyze and evaluate  use the language of mathematics to express mathematical ideas precisely. “ use the language of mathematics

Standard 3:  Construct viable arguments and critique the reasoning of others.

Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build logical progression of statements and explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish current logic or reasoning from that which is flawed, and –if there is a flaw in the argument- explain what it is. Students of all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

 Garden Planning  What’s My Rule

 Michelle is creating plans for her spring garden. She has 36 feet of fencing to put around her garden space. What is the area of the largest size garden Michelle can design that can be enclosed by the fencing?  Organize your data so that others can understand your answer.

ny ny ny ny

 Every graph tells a story  Right hand/left hand

Work with a partner. Write a story that matches the graph.

Let’s gather some data!

 PIG  Having Kittens

 The goal of the game is to be the first player to reach 100.  On your turn, roll the dice as many times as you would like, mentally keeping a running total of the sum. When you decide to stop rolling, record your total for that turn and add it to the total from any previous turns.  If a 1 comes up on one of the dice, your turn is over and you score 0 points for that round. If you roll a 1 on both dice, you lose your turn and ALL points.

Write a letter to your friend. Give advice about how to win and include mathematical evidence in support or your strategy.

Work out whether this number of descendants is realistic. Here are some facts that you will need:

(405)