Presentation on theme: "Vacaville USD December 5, 2014. AGENDA Problem Solving and Patterns Math Practice Standards and High Leverage Instructional Practices Number Talks –Computation."— Presentation transcript:
AGENDA Problem Solving and Patterns Math Practice Standards and High Leverage Instructional Practices Number Talks –Computation Strategies Word Problems Addition and Subtraction Strategies –Facts –Double digit plus single digit
Expectations We are each responsible for our own learning and for the learning of the group. We respect each others learning styles and work together to make this time successful for everyone. We value the opinions and knowledge of all participants.
Cubes in a Line How many face units can you see when cubes are put together?
Cubes in a Row How many face units do you see on 1 cube?
Cubes in a Row How many face units do you see on 2 cubes? How can you keep track of what sides you have counted?
Cubes in a Row You are going to be given 2 strips of paper like this: _____________ number of cubes number of face units 7
Cubes in a Row What patterns do you see? How could those patterns help you figure out how many face units there would be?
Math Practice Standards Remember the 8 Standards for Mathematical Practice Which of those standards would be addressed by using a problem such as this?
CCSS Mathematical Practices OVERARCHING HABITS OF MIND 1.Make sense of problems and persevere in solving them 6.Attend to precision REASONING AND EXPLAINING 2.Reason abstractly and quantitatively 3.Construct viable arguments and critique the reasoning of others MODELING AND USING TOOLS 4.Model with mathematics 5.Use appropriate tools strategically SEEING STRUCTURE AND GENERALIZING 7.Look for and make use of structure 8.Look for and express regularity in repeated reasoning
High-Leverage Mathematics Instructional Practices An instructional emphasis that approaches mathematics learning as problem solving. 1.Make sense of problems and persevere in solving them.
An instructional emphasis on cognitively demanding conceptual tasks that encourages all students to remain engaged in the task without watering down the expectation level (maintaining cognitive demand) 1.Make sense of problems and persevere in solving them.
Instruction that places the highest value on student understanding 1.Make sense of problems and persevere in solving them. 2.Reason abstractly and quantitatively
Instruction that emphasizes the discussion of alternative strategies 3.Construct viable arguments and critique the reasoning of others
Instruction that includes extensive mathematics discussion (math talk) generated through effective teacher questioning 2.Reason abstractly and quantitatively 3.Construct viable arguments and critique the reasoning of others 6.Attend to precision 7.Look for and make use of structure 8.Look for and express regularity in repeated reasoning
Teacher and student explanations to support strategies and conjectures 2.Reason abstractly and quantitatively 3.Construct viable arguments and critique the reasoning of others
The use of multiple representations 1.Make sense of problems and persevere in solving them. 4.Model with mathematics 5.Use appropriate tools strategically
What is a Number Talk? Also called Math Talks A strategy for helping students develop a deeper understanding of mathematics –Learn to reason quantitatively –Develop number sense –Check for reasonableness –Number Talks by Sherry Parrish
What is Number Talk? A pivotal vehicle for developing efficient, flexible, and accurate computation strategies that build upon key foundational ideas of mathematics such as –Composition and decomposition of numbers –Our system of tens –The application of properties
Key Components Classroom environment/community Classroom discussions Teacher’s role Mental math Purposeful computation problems
Classroom Discussions What are the benefits of sharing and discussing computation strategies?
Students have the opportunity to: –Clarify their own thinking –Consider and test other strategies to see if they are mathematically logical –Investigate and apply mathematical relationships –Build a repertoire of efficient strategies –Make decisions about choosing efficient strategies for specific problems
4 Goals for K-2 Classrooms Developing number sense Developing fluency with small numbers Subitizing Making tens
K.1 – Kindergarten Number Talk using ten frames and dot cards Think about the following questions as you watch.
How does the teacher build students’ fluency with small numbers? What questions does the teacher pose to build understanding? What strategies are the students using to build meaning of the numbers? How does the teacher support student communication during the number talk?
K.2 – Kindergarten Number Talk Using Rekenreks Think about the following questions as you watch.
What instructional strategies does the teacher use to engage the students? How does the teacher use rekenreks as a tool to build fluency with small numbers? What role does the game “Can You Guess My Way?” play on the number talk? What mathematical understandings and misconceptions are being addressed?
Clip 2.1 – 2 nd Grade Addition: 8 + 6 (using 10-frames) Before we watch the clip, talk at your tables –What possible student strategies might you see? –How might you record them?
What role do the 10-frames play in developing fluency with small numbers? What questions does the teacher use to build understanding about composing and decomposing numbers? How does the use of double 10-frames support the goal of K-2 number talks?
Math Facts Tools Ten frames Rekenreks Number lines Ten sticks / counters
Math Facts Strategies Counting all / Counting On Doubles / Doubles +/- 1 Making tens Using known facts
Developing Strategies We are going to give you a series of problems (number talks) designed to promote specific strategies With a partner –Solve each problems using all of the tools –Decide which tool or tools best support students in understanding and developing that strategy
1 st Grade Number Talks Start with visuals and move to symbolic