1. Group 3 Math

2. Centicube-exercise All students must work in pairs for this exercise. When you have found a partner, you must all take a chair, and place them with the backs against each others in pairs. You must sit so you won’t be able to see the other one. Then everybody gets some centicubes.

3. Now one of the persons from the group (pairs) have to build a shape with some of the bricks, it is important that your partner doesn't see the shape. Your partners assignment is now to build your shape, without seeing it. You have to explain how it looks.

4. Evaluation What happened? Did you succeed ? What is important for this exercise for it to be successful? What did you think the aim of this exercise was?

5. The Marshmallow challenge Aims: different geometrical shapes and develop better skills when working in a group

6. Marshmallow challenge In 18 minutes, your team must build the tallest free-standing structure out of spahetti sticks, tape and some string. On the top of the tower a marshmallow must be placed. 20 sticks of spaghetti 1 meter of tape 1 meter of string 1 marshmallow (The marshmallow needs to be on top). http://www.tagtid.dk/

8. http://www.ted.com/talks/tom_wujec_build _a_tower.html

9. Group 3 - Kaisa By Jolanta and Kathrine

10. Introduction 4th grade math Differentiate

11. Learning styles People have different ways that they learn best. Some are more verbal, auditory, visual and some are tactile. We think that our exercises is most tactile, but the ability to listen, see and speak is also essential.

12. Jolanta´s exercise The aims of the body exercise: To learn the academic language of the subject/To communicate accurately Recognising different shapes Improve skills to read body language

13. Kathrine´s exercise The aims of the centicube exercise Speak math Visualisation (if you can't picture it you can't understand it)

14. The Marshmallow challenge Cooperation Math in real life? which construction type was the most stable?

15. Why group work? -Vygotsky Learning is a social thing, we learn while we speak. Verbalisation is a part of the understanding.

16. John Dewey “Learning by doing” experience pedagogy Connection between knowledge and the concrete/practical situations. All knowledge and experience starts within a problem situation.

17. Comparretive aspects Math aims in DENMARK and LITHUANIA In Denmark we have some goals we aim for the students to reach. The students must both learn basic skills like counting and solving equations, but they must also develop different competences, like the ability to problem solve, to decode different representations, and communication both oral and in writing. For all the exercises the ability to communicate is in focus. The government also states that the students must learn to work both individually and in groups. IN LITHUANIA: Students should communicate using math concepts and mathematical techniques, math must to prepare to solve the problems in everyday life. Students should understand the importance of mathematics. Important things that students to be able to find information in the various source and be ready to study not only the math but also things in nature and technology.

18. Differences LithuaniaDenmark Focus on knowledge and skillsFocus on creative competences One way of learning to all studentsFocus on different ways to learn (not always) All students must learn in the same style and the same thingNot all kids learn the same things, some learn more than other

19. Similarities Promote self confidence Students must develop skills in all the subjects Be ready to solve problems in everyday life Communicate and work in groups Must be creative