Transcript Wrap-up / Evaluation

TO INFINITY AND BEYOND . . .
GOING BEYOND ANSWER GETTING
CATHY SHIDE, CONSULTANT
1
OBJECTIVES
• Integrate the math practices
with word problems
• teachers and students going
beyond “answer getting”
• Use different modes of
representation to solve problems
with a focus on Fractions, Ratios,
and Percents
2
PROBLEM #1
Cathy and Joan started out
with the same number of coins.
Cathy lost 15 coins and Joan
gained 36. How many more
coins does Joan have than
Cathy?
3
“TAPE DIAGRAM”
“A drawing that looks like a
segment of tape, used to illustrate
number relationships. Also known
as a strip diagram, bar model,
fraction strip, or length model.”
Also referenced in “Visual Fraction
Model” definition.
- CCSSM (Glossary) p. 87
5
6.RP.3
Students were creating spirit
necklaces to sell for a fundraiser.
A necklace takes twice as many
purple beads as white beads and
4 times as many purple beads as
black beads. One necklace takes
28 beads. What is the number of
each color of beads?
6
7.RP.3
A class had 32 students and
twenty-five percent were
boys. When some new boys
joined the class, the
percentage of boys
increased to 40%. How many
new boys joined the class?
7
7.RP.3
Two students were running for
school president. Student A
received 65% of the votes
and had 900 more votes than
Student B. How many
students voted?
8
5.NF.4
The fundraising committee
made 400 pizzas. The
students sold 5/8 of the pizzas
and took 1/5 of the
remainder for a party. How
many pizzas did the
committee have left to sell?
9
GROUP PROBLEM SOLVING
Work with your colleagues to create:
• A manipulative model with your color tiles
• A tape diagram (bar model) of your
problem
• An equation
• A verbal description of your thought process
• What other questions can be answered
about your situation/problem?
10
WHAT DO YOU KNOW?
WHAT CAN YOU ANSWER?
A cran-apple mixture is made
up of 3 parts apple juice and
1 part cranberry juice. The
company will use 5 gallon
containers for the cran-apple
mixture.
11
WHAT ARE THE MATH PRACTICES?
•Look at your Bulleted List of
Math Practices
•What practices have you
been engaged in?
12
ANSWER GETTING VS. LEARNING
MATH
• USA:
How can I teach my kids to get the answer to this
problem?
Use mathematics they already know. Easy, reliable, works with
bottom half, good for classroom management.
• Japanese:
How can I use this problem to teach the mathematics
of this unit?
Phil Daro, Writer of CCSS in Mathematics, Slide 16,
http://www.cmcmath.org/resources/downloads/Daro%20PS%20Conference.p
13
POSING THE PROBLEM
• Whole class: pose problem, make sure
students understand the language, no hints at
solution
• Focus students on the problem situation, not
the question/answer game. Hide question
and ask them to formulate questions that
make situation into a word problem
• Ask 3-6 questions about the same problem
situation; ramp questions up toward key
mathematics that transfers to other problems
Phil Daro, Writer of CCSS in Mathematics, Slide 80,
http://www.cmcmath.org/resources/downloads/Daro%20PS%20Conference.p
14
WHAT PROBLEM TO USE?
•
•
•
•
Problems that draw thinking toward the
mathematics you want to teach. NOT too
routine, right after learning how to solve.
Ask about a chapter: what is the most
important mathematics students should take
with them? Find a problem that draws
attention to this mathematics
Begin chapter with this problem (from lesson
5 thru 10, or chapter test). This has diagnostic
power. Also shows you where time has to
go.
Also near end of chapter, while still time to
Phil Daro, Writer of CCSS in Mathematics, Slide 81,
respond
http://www.cmcmath.org/resources/downloads/Daro%20PS%20Conference.p
15
REFLECTIONS
• What were the big ideas in this session?
• How can I implement the ideas from
this session?
• What do I still need?
16