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Graham Fletcher gfletchy@gmail.com @gfletchy www.gfletchy.com
Teaching Beyond the Task Using Yesterdays Lesson to Prepare for - - PowerPoint PPT Presentation
Teaching Beyond the Task Using Yesterdays Lesson to Prepare for - - PowerPoint PPT Presentation
Teaching Beyond the Task Using Yesterdays Lesson to Prepare for Today Graham Fletcher gfletchy@gmail.com @gfletchy www.gfletchy.com ? 3 Questions ? 1 Billion Circles ? 100 circles : minute 144,000 circles : day
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1 Billion Circles
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100 circles : minute 144,000 circles : day 1,000,000,000 would take 6944 days 19+ years with no sleep
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2nd Question
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Where does 1 billion go on the number line? 1 trillion
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Where does 1 billion go on the number line? 1 trillion
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3rd Question
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Procedural Fluency Application Conceptual Understanding
http://www.corestandards.org/other-resources/key-shifts-in-mathematics/
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2000 offered to buy for $50M 1.1 Billion Loss 24 Million Value 13 Billion Value
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: to become better suited to survive in ones environment. adapt
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adapt static
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adapt static
ME YOU
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adapt
ME YOU
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MathMaker.com
The place where lonely math teachers go to find task.
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4 full bags & 3 Whoppers from the 5th bag
19 19 19 19 3
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3-Act Tasks
Act 1:
- Real world problem or scenario presented
- What do you notice? What do you wonder?
- Make estimates
Act 2:
- Identify missing variables and missing variables to solve
- Define solution path using variables
Act 3:
- Solve and interpret results of the solution
- Validate answer
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Most asked questions:
- How often should we use 3-Act Tasks?
- When should we use 3-Act tasks? How do they
fit into the scope of a unit?
- How long does one task usually take?
- What if we don’t have the time?
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- 1. Anticipating student responses to challenging mathematical tasks;
- 2. Monitoring students’ work on and engagement with the tasks;
- 3. Selecting particular students to present their mathematical work;
- 4. Sequencing the student responses that will be displayed in a specific
- rder and;
- 5. Connecting different students’ responses and connecting the responses
to key mathematical ideas.
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The practices are:
MTMS: Vol. 14, No. 9, May 2009-5 Prac8ces for Orchestra8ng Produc8ve Mathema8cs Discussions
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4 full bags 3 Whoppers from the 5th bag 19 Whoppers : bag
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19 18 17 16 15 14 13 12 11 10 9 8 6 7 5 4 3 2 1
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1-draw all count all
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1-draw all count all 2-count all 2-count all
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1-draw all count all 2-count all 2-count all 3-count on
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1-draw all count all 2-count all 2-count all 4-making tens from ones 3-count on
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1-draw all count all 2-count all 2-count all 4-making tens from ones 3-count on 5-Place value partitioning 5-Place value partitioning
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1-draw all count all 2-count all 2-count all 4-making tens from ones 3-count on 5-Place value partitioning 5-Place value partitioning 6-Compensation
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What do we know?
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What do we know?
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Hundreds and 0-99 Charts
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Opening Work Session Closing
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Opening Work Session Closing
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Procedural Fluency Application Conceptual Understanding
http://www.corestandards.org/other-resources/key-shifts-in-mathematics/
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+ + +
Using the digits 1-9 at most one time each, create 4 numbers that have a sum of 87.
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Estimation Station
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16 100 20 20 1002 50 14 19 200 20 32
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30 21 20 20 20 20 20 20
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Hundreds and 0-99 Charts
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Sounds of Imaging Numbers
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Graham Fletcher gfletchy@gmail.com @gfletchy www.gfletchy.com