Transcript Hot Math - Educ325Fall2010

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Video presentations – Fractions by Amy and
Brianna and Decimals by Meghan, Emily and Katie
Problem Solving Project – introduction and
requirements (it would be great to bring your Hot
Math articles and notes for review as well)
Preparing to implement Let’s Read Math lessons
on Nov 7 and Nov 9 and
Practice with Inspire through creating a Flipchart
for your lesson plan for the Let’s Read Math
workshops
Hot Math is based on explicit instruction
to help students recognize novel problems
as belonging to a problem type for which
they have learned a solution method.
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The teacher begins by discussing the underlying
meaning of the problem and having students roleplay the problem.
Next, the teacher shows a problem that has already
been solved and explains how and why the solution
strategy works.
Students then team up in pairs to apply those
strategies to solve problems that fit that same type,
while explaining their work to each other.
At the end of the class, students independently take
on a new problem of the same type and score their
own work against a rubric.
Even if they don’t get the problem totally correct,
they receive credit for using good strategies.
As the lessons move forward, students keep track of
their own progress, with the goal of trying to get
“hot” at math.
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Specific Problem Types and Teaching for
Transfer
Lesson Structure – key problem features of
problems and strategies
Self Regulation through Goal Setting and
Self-Monitoring
The first 3-week unit is dedicated to basic
problem-solving information:
 making sure answers make sense,
 lining up numbers from text correctly to
perform math operations, and
 labeling work with words and mathematics
signs.
HOT Math Procedures:
 Sessions 1-4: Teaching the problem
strategy, checking their work, and graphing
their progress
 Sessions 5-6, Teaching for transfer
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Creating flipcharts to teach students to
identify problem type and then use a problem
solving strategy to figure out the solution to
the problems. There should be a flipchart for
each session.
Six Sessions – Two Per week, Nov 15, 29 and
Dec 6
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Sessions 1-3
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Sessions 4-5
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Session 6
◦ Teaching and practicing using problem solving strategy
to solve practice problems
◦ Introducing and practicing self-monitoring procedures
◦ Students work in small groups to pose their own
problems and then demonstrate how to use of the
problem solving strategy to solve the problem. Students
might write a script and create a storyboard or they
might create a PowerPoint presentation or flipchart to
pose their problem and then to share their solution
◦ Students present their problems to one another, solve
one another’s problems, and watch the problem solution
video or flipchart
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score the final, independent problem of each
session using an answer key
graph these daily scores on their personal
thermometer chart or other tool you design
inspect their charts and set a goal
score their homework
report to the class examples
keep track on a class graph