Transcript SD Counts Session #10

SD Counts Cohort
Meeting
January 19, 2011
Roxane Dyk
Math Specialist
Region 3 ESA
Interesting
facts about
the
Number 11
see handout
Problem-Solving Activity

Bowl-A-Fact

Order of Operations Game
Group Expectations






Cell phones off or on vibrate
Limit side conversations
Take care of your needs
Honor each others thinking
Honor quiet think time
Each person has a voice in
small group activities
Professional Reading



Share the title of your book
Give a brief summary
How will the reading of this book
impact what you do in your
classroom?
Before we get started …….
Please
remember some
important
concepts for
math
Conventions

What we just tell the students
All symbols
 Order of Operations
 Number zero
 X and Y axis
 Definitions


When they come up in conversation
Notations




When they learn notations –
don’t use words anymore
Use “add” instead of “plus”
Use the correct vocabulary as a
teacher
Expect your students to use
correct vocabulary when they
share and explain
Conjectures



This is when students begin to take
what they informally know and make
it formal
Students begin seeing math
holistically so every problem is not a
new adventure
When there are rules you want them
to begin to use and understand, use
T & F to get students there
“Big Ideas” of Conjectures

Read individually and underline
interesting ideas


Talk with your partner


1 minute
1 minute
Share with large group
What did the text book say
about..Conventions and





Number operations
Invalid thoughts
Definitions
Rules for carrying out
procedures
Even and odd numbers
Conjectures


Video will give you an ideas on how
to get your students to begin talking
about conjectures
Commutative Property of Addition

Video clips 3.1


Video clips 3.2


Individual student
Large group
Video clips 3.3



Proving T/F number sentences that students
created
Students move from conjectures to
justification
See handout of questions
Big Ideas of “Justification”



Read individually and underline
and interesting points
Visit with your table
Large group discussion
Justification





This is what students will say when
they can prove to you that their
answer is mathematically correct
You want students to prove it
because of a “mathematical rule”
Does this work with big numbers?
Use justification to make students
understand a rule and why it works
Prove to me that the algorithm will
always work.
Levels of Justification



Appeal to Authority-my teacher told us
Justification by Example-use this because
they are not convinced it will work with all
numbers. They begin to see that more
conversation is needed.
Generalizable arguments-used as they
move into 3-4-5 grades
 Restate the conjecture
 Build on basic concepts
 Build on already justified conjectures
Most Fundamental Properties

See page 130 in your book
Justification Video


Video clip 5.3-1’ 59
Video clip 5.6-4’ 42
Activity-How Many
Outfits
How many combinations?
Make a conjecture
Prove by justification
Student Surveys-Go to
elementary and talk to
students
Thank You




For all your hard work
For taking a risk and trying new
ideas in the best interest of your
students
For being a math leader in your
school
For the extra-mile you take in
your classroom
Important Dates



Geometry Summer Institute
PD for your school
Testing dates