Dr. Christina Holland, Marietta High School, Marietta, GA Math is - - PowerPoint PPT Presentation

▶
dr christina holland marietta high school marietta ga
SMART_READER_LITE
LIVE PREVIEW

Dr. Christina Holland, Marietta High School, Marietta, GA Math is - - PowerPoint PPT Presentation

Jan 27, 2023 226 likes •613 views

19 Strategies to Banish Fear from Your Math Classroom Dr. Christina Holland, Marietta High School, Marietta, GA Math is hard! It cant be faked or fudged Math builds on itself Its a moving target (common core vs other

slide-1
SLIDE 1

19 Strategies to Banish Fear from Your Math Classroom

  • Dr. Christina Holland,

Marietta High School, Marietta, GA

slide-2
SLIDE 2

Math is hard!

  • It can’t be faked or fudged
  • Math builds on itself
  • It’s a moving target

(common core vs other methods)

  • Students are trained to fail,

and to expect failure

slide-3
SLIDE 3

What makes them sweat?

  • Fear #1: Too many steps! (overwhelm)
  • Fear #2: Word problems
  • Fear #3: Graphing
  • Fear #4: “This problem isn’t like the example …”
  • Fear #5: Getting lost in the calculations
slide-4
SLIDE 4

Fear #1: Too many steps!

IEP Strength: “In math, John does well at solving 1-2 step algebraic problems, and can be successful with multi-step problems when provided with similar examples to work from.” IEP Need: “John will often become lost on long multi-step mathematical processes and will need to be guided back

  • n track to find the next step. He also struggles with

retaining the concepts and processes from one class period to the next.” IEP Goal: “When given a worksheet of multi-step equations/inequalities with one variable, the student will independently solve the equation/inequality with 80% accuracy.”

slide-5
SLIDE 5

Fear #1: Too many steps!

  • Avoid the wall of equations
  • What looks like “one problem” is actually many

problems Sample Problem:

slide-6
SLIDE 6
  • Strategy #1: Break it down
  • Strategy #2: Color coding
  • Strategy #3: Flow chart, to-do list
  • Strategy #4: Play to their strengths
slide-7
SLIDE 7

The problem is the amount of expected work for “one” problem:

slide-8
SLIDE 8

FACTOR Find a common denominator and multiply Solve the NUMERATOR Distribute Combine like terms Get all terms to one side, to solve a quadratic FACTOR Solve a 2-step equation (subtract, then divide) Check for extraneous solutions Skills required:

slide-9
SLIDE 9

FACTOR Find a common denominator and multiply Solve the NUMERATOR Distribute Combine like terms Get all terms to one side, to solve a quadratic FACTOR Solve a 2-step equation (subtract, then divide) Check for extraneous solutions If they can’t distribute, how can you know whether or not they can solve

  • 5x+14=0?

They won’t get that far.

slide-10
SLIDE 10

Strategy #1: Break the “one” problem into many, so students can show the parts they know, and you can tell where EXACTLY they need help.

slide-11
SLIDE 11

Strategy #2: Color code the steps

slide-12
SLIDE 12

Strategy #3: Flow Charts, to- do lists, graphic organizers

slide-13
SLIDE 13

Strategy #4: Play to their strengths

  • Be ready to pivot the way you teach it
  • Cheers and songs
  • Hands-on (skittle algebra)
  • Hands-on with Tech:

http://nlvm.usu.edu/en/nav/category_g_4_t_2.html (google “NVLM” : National Library of Virtual Manipulatives)

slide-14
SLIDE 14

Strategy #4: Play to their strengths

  • More Hands-on: https://itunes.apple.com/us/app/algebra-

touch/id384354262?mt=8

Algebra Touch app for iPhone and iPad

slide-15
SLIDE 15

Fear #2: Word problems

Strategy #1: Teach the math vocabulary.

slide-16
SLIDE 16

Fear #2: Word problems

Strategy #2: Avoid the wall of text!

  • Separate out the sentences
  • Bold, underline, font size
  • Break things up visually
  • Identify the actual QUESTION.
slide-17
SLIDE 17

Ansley takes twice as many hours to clean the garage as her sister Betsy. When they both work together, they can clean the garage in 6 hours. How many hours would it take Betsy to clean the garage alone?

slide-18
SLIDE 18

How many hours would it take Betsy to clean the garage alone? (x=number

  • f hours for Betsy alone)
  • Ansley takes twice as many hours to clean the

garage as her sister Betsy. (2x)

  • When they both work together, they can

clean the garage in 6 hours.

slide-19
SLIDE 19

Strategy #3: Give the form of the equation(s)

Strategy #4: Color code to map the words to the equation How many hours would it take Betsy to clean the garage alone? (x=number of hours for Betsy alone)

  • Ansley takes twice as many hours to clean the garage

as her sister Betsy. (2x)

  • When they both work together, they can clean the

garage in 6 hours.

slide-20
SLIDE 20

Strategy #5: Use more than just words!

  • Ms. Lady’s kindergarten class rented and filled 1

van and 2 buses with 29 people to go to the fair. The first grade classes at Westside Elementary rented and filled 3 vans and 4 buses with 63 people . Find the number of people in each van and in each bus. 1x + 2y = 29 3x + 4y = 63

slide-21
SLIDE 21

Model drawing approach

(Can also be done with counters and containers.)

=29 =63

slide-22
SLIDE 22

Model drawing approach

(Can also be done with counters and containers.)

=29 =63 – 29 = 34

slide-23
SLIDE 23

Model drawing approach

(Can also be done with counters and containers.)

=29 =34 – 29 = 5 in each van

slide-24
SLIDE 24

Model drawing approach

5 = 29 – 5 = 24 students in 2 buses Answer: 5 students in each van, and 12 students in each bus

slide-25
SLIDE 25

Fear #3: Graphing

We’re not talking about this anymore: Or even this:

slide-26
SLIDE 26

Now it’s more like this: So how can we teach kids to handle complex graphing?

slide-27
SLIDE 27

Why is graphing so hard?

  • X versus Y:

Which is which? Why?

  • Decimals and negatives:

I can put the point (3, 5) on the graph. But where do I put (-2.7, 6.4)??

  • Arbitrary seeming rules:

Graph dotted lines for the asymptotes. Then put points for the x and y intercepts, count “up and over” for the slope, put open circles for any holes …

  • Vocabulary:

x-intercept, y-intercept, asymptote, end behavior, slope, maximum, minimum, hole, open circle, domain, range, …

slide-28
SLIDE 28
  • Strategy #1:

Break into steps

  • Strategy #2:

Color code vocabulary and steps

slide-29
SLIDE 29

Strategy #3: Technology!

1.

slide-30
SLIDE 30

Strategy #3: Technology!

  • 2. www.google.com
slide-31
SLIDE 31

Strategy #3: Technology!

  • 3. www.desmos.com/calculator

Sliders show how the equation changes the graph

slide-32
SLIDE 32

Fear #4:

“This problem isn’t like the example …”

slide-33
SLIDE 33

Fear #4:

“This problem isn’t like the example …”

#1 Lots of examples #2 Discuss similarities and differences #3 Pick your battles #4 Color coding the steps #5 Have students explain to each other and the class

Strategies:

slide-34
SLIDE 34

Fear #4:

“This problem isn’t like the example …”

Strategies #6: Games!

slide-35
SLIDE 35

Fear #5: Getting lost in the calculations

  • Where do decimals fit in?
  • Understanding fractions vs. decimals
  • Negative numbers
  • Don’t know number facts
  • Recognizing when answers are reasonable,

and not.

slide-36
SLIDE 36

Getting lost in the calculations: Strategies

  • Number lines

– Post them. Use them

  • Actively teach number sense

– think aloud

  • Use reference sheets

(for multiplication tables, etc.)

  • Technology

(calculators)

slide-37
SLIDE 37

What strategies can you use?

  • Fear #1: Too many steps! (overwhelm)
  • Fear #2: Word problems
  • Fear #3: Graphing
  • Fear #4: “This problem isn’t like the example …”
  • Fear #5: Getting lost in the calculations