Day 15 - Tuesday, March 24

Dexter wuz here!

Making Number Talks Matter - free preview available at stenhouse.com 

Math Solutions Number Talks - YouTube.com

Www.ictgames.com/numberlinejumpmaker/. An interactive number line.  Will illustrate jump choices.  Also catapult count on to knock down a castle by adding on

Talkingmathwithkids.com. Why doesn't a shape belong? 

When teaching division, we need to discuss context so that we know what to do with the remainders.

Is it a remainder? A decimal? A fraction?  Do you round up?  Round down?  Use a repeating decimal?

What math were we learning today?  What do we need to work on tomorrow?

Day 14 - Tuesday, March 10

Let's do the math 

88+80=86+82 T or F?

What math were we doing today?  Way to co-construct learning goals.

MAKING MATH MEANINGFUL TO CANADIAN STUDENTS - Marian Small

"Teachable Moments in Math" - Linda Griffin and David Ward. www.asco.org

"What is Conceptual Understay" - 

Day 13 - Saturday, March 7

The lesson plan is set up to visually represent the way the board should look at the end of the lesson.

Find all the cards with a difference of...

Now order the cards - find the paatern

Recognizing the relationships of numbers.

Differing Squares

Day 12 - Tuesday, March 3

"

Specifically search Google based on curriculum expectations.

Knowledge packets can help us develop success criteria and identify gaps in knowledge.

Day 11 - Tuesday, February 24/15

OAME Conference 2015

Dan Meyer - TED Talk about the need to reform math

Ron Lancaster - Math Trails

LET'S DO THE MATH

It is dangerous to teach decimals through money or money with decimals, because students donor make the connection that cents are fractional parts.

 How do we show the thinking?

"Win-Win Math Games" by Marilyn Burns

Four Strikes and You're Out like hangman with math equations. 

Explain Everything - app

Daniel Ansari - cognition lab website

Discalculia - Brian Butterworth - is it really a condition?

Day 10 - Saturday, February 21

LET'S DO THE MATH

1st day  - give students a bag to pick and return to. The bags are unlabelled.  Blue wins.  How do they keep track of the activity?

2nd day - display what's in the bag.  Ask students to identify the bag they used the day before and explain.

Then students are shown the original bags plus two more.  Students are asked to choose a bag now, but red wins.

Students must explain reasoning for bag choice.

3 students chose 6R/4B

4 students chose 15B/15R (The students explained that they could have chosen 10B/10R, but they wanted "more" red)

12students chose 12R/8B (They explained that 6/4 there was only a difference of 2 compared with the 12/8 split has a bigger difference i.e. 4)

Emergence - Stephen Johnson http://www.amazon.ca/Emergence-Connected-Brains-Cities-Software-ebook/dp/B008TRUBLY/ref=sr_1_2?s=books&ie=UTF8&qid=1424528623&sr=1-2&keywords=emergence

Students were thinking about additive relationship but not multiplicative or proportional reasoning.

WHY COUNTING MATTERS

In grade six, two students couldn't agree on the answer to 4 x 2 + _ = 18

We need to work on making 10 with students.

Playing games and using visuals to develop and reinforce these ideas is important.

Eyes on Math by Marian Small visuals are available online for free http://www.amazon.ca/Emergence-Connected-Brains-Cities-Software-ebook/dp/B008TRUBLY/ref=sr_1_2?s=books&ie=UTF8&qid=1424528623&sr=1-2&keywords=emergence

Math solutions.com - Marilyn Burns website free resources available (PPT prepared by staff - presentations sectio; check out reasoning for videos of students) 

Make counting strings to illustrate counting, making 10, etc.  precursor to open number line.

Children naturally decompose numbers when using bead strings and hundred charts which can lead to the thinking needed for on open number line.

What Works for Children with Mathematical Difficulties online PDF http://www.catchup.org/Portals/3/CU%20research/What%20works%20for%20children%20with%20mathematical%20difficulties%202004.pdf

STRATEGIES FOR USING AN EMPTY NUMBER LINE

Www.k-5mathteachingresources.com/empty-number-line.html

Day 9 - Tuesday, February 17

Let's do the Math!

"The Wisdom of Crowds"

3 Part Math Lesson

In the BEFORE, every student needs to respond.  It should be focused on the content you want to access in the question.  You're looking for three strategies or ideas to sequence that students can then use to solve the main problem.  5-10 mins. Can be left incomplete. The goal is to activate thinking.

In the DURING, the success criteria is the strategies/concepts you are looking for students to master.  

Day 8 - Tuesday, February 10

Why?

Are you changing the whole or the parts?

You cubed.com

"Inside the Black Box" - online article from Dylan Willams

"Mental Math". From PrinceEdward Island (google it)

How we set up our problem and the numbers we use matters.  How we set up can influence their strategy choices.  Do we want them to use pictures, ten frames, do we want to focus on how they use numbers? How you choose to record the problem criteria can influence how the problem is solved.

We need to explicitly illustrate such connections as 9+7=10+6.  How do you know?

Annotating thinking is crucial to developing number sense and the strategies they use to find their solution.  Exposing students to other thinking is also necessary to further developing their thinking and building math and mental math strategies.  Annotating with numbers and pictures may be more effective- reduce the amount of words used.

Day7- Saturday, February 7

"Let's do the math

Consolidation is NOT SHOW and TELL

Ask the others to talk about what they see and check in with the authors about their thinking.  Examine specifics and questions can pull out specific math aspects (area of a triangle related to area of a rectangle, fractional parts, shapes inside, area of triangles of same area)

OVERARCHING IDEAS IN MATHEMATICS 

composing and decomposing 

Into parts and composing into wholes

Http://Mathcoachscorner.blogspot.com

How many ways can you SHOW FIVE

5; 2+1+1+1; 3+2; 5+0; 5x1

Sort solutions by efficiency; ability to generalize the solution; how most students solved the problem.

Http://richardphillips.org.uk

MAKE A CHANGE

Use three numbers in problems.

Make ten is an important strategy - gives them a mental math strategy other than using their fingers.