Why doesn't it belong?
REASONING
It is important to get students to explain their answers and support their reasoning.
Open ended questioning and discussion of results. Presents opportunities to take up thinking. Hearing other types of thinking broadens our understanding and thinking on the topic.
Smith and Stein, 2011. "As we move into the second decade of the 21st century one thing is clear,... we need students who can thunk, reason, and engage in problem solving."
"If...Then"
If one of these doesn't belong then...
Relating proportion to problem solving.
5 Practices - Peg Smith
Learn the 5 practices for facilitating effective inquiry-oriented classrooms:
Anticipating what students will do--what strategies they will use--in solving a problem
Monitoring their work as they approach the problem in class
Selecting students whose strategies are worth discussing in class
Sequencing those students' presentations to maximize their potential to increase students' learning
Connecting the strategies and ideas in a way that helps students understand the mathematics learned
Anticipating what students will do--what strategies they will use--in solving a problem
Monitoring their work as they approach the problem in class
Selecting students whose strategies are worth discussing in class
Sequencing those students' presentations to maximize their potential to increase students' learning
Connecting the strategies and ideas in a way that helps students understand the mathematics learned
Consistent use of details to explain thinking and in-depth analysis of text.
Leaves and Caterpillars problem lesson study - Google search on topic. Can find examples of student work and lesson studies.
How to communicate thinking during problem solving must be taught - sharing solutions in consolidation helps students develop strategies to explain her thinking and boosts students' ability to ask questions about work and the thinking involved.
THREE PART MATH LESSON
- The entire lesson should take between 45 and 69 minutes.
- If the lesson doesn't go the way you expected, go back to your before and see where it went wrong.
- "Communication the Math Classroom" - Capacity Building Series
- Ontario Mathematics Gazette - centre of magazine has a BANSHO board plan.
- To make sure everyone is solving the same problem establish the problem criteria,
- What information will we use to solve the problem?
- Include examples of specific strategies you want students to use when solving the problem. e.g. If goal is to use T-chart lay that out.
When do we teach the number ZERO. When we speak zero we often say "oh". E.g. 401, 905, 305 Milverton Blvd.
CLOZE Strategy
We can use a reading strategy where we reason to find the missing word, CLOZE, to find the missing number.
Can also use the technique to work on use of appropriate units.
COUNTING
Counting by halves
Before going to solve problem establish Problem Criteria- what do you know? What do you need to find?
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