TEACHING MATH TE TEACH CHING NG MATH TH IS AS EASY AS Is as - - PDF document

5/21/18 1

TEACHING MATH IS AS EASY AS 1-2-3

NAOMI CHURCH, FDLRS REACH HRD CAROLINE REDDING, FDLRS GALAXY HRD HTTP://MRSCHURCH.NET

TE TEACH CHING NG MATH TH

Is as easy as…

One Rule Two Tools to Structure Understanding Three Reasons Why Kids Never Become Fluent

1 1 RU RULE

• NO RULES!
• In effective math instruction there are no rules
• r tricks, only relationships.

Karen S. Karp, Sarah B. Bush, and Barbara J. Dougherty

USE KEYWORDS TO SOLVE WORD PROBLEMS

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WHAT IS THE FUNDAMENTAL MESSAGE THE KIDS GET?

• Don’t read the problem
• Don’t imagine the situation
• Ignore the context
• Abandon your prior knowledge
• Just grab those numbers and compute

Arthur Hyde

John had 14 marbles in his left pocket. He had 37 marbles in his right pocket. How many marbles did John have?

ADDI ADDITION ON AND AND MULTIPLI LICATION ON AL ALWAYS MAK AKE NU NUMBE BERS BI BIGGER

• Is this true?
• Prove it.

32+67= Negative numbers

• 3+(-14)=-17

It was bad the first day you taught it… 15+0=15 Same with multiplication… 15x0=0

• Telling isn’t teaching
• Told isn’t taught
• It’s about experiencing the

math

Karen S. Karp, Sarah B. Bush, and Barbara J. Dougherty

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PEM PEMDAS

48 ÷ 2(9+3) = ?

Order of Operations

Grouping symbols ( ) { } [ ] exponents 32 x x2 1 105

multiplication/division go fr from left ft to right subtraction/addition go fr from left ft to right

2 2 TOOLS LS TO STRUCTURE UND UNDERSTAND NDING NG

• 1. Ten frame
• 2. Rekenrek

5/21/18 4 HO HOW MANY MANY DOTS WERE THE HERE? WA WAS IT EASIER TO DETERMINE THE AMOU AMOUNT OF OF DOTS IN THE HE SECON OND IM IMAGE? ? WHY?

TE TEN FRAM AME WHAT DO YOU DO WITH A TEN FRAME?

• Five-Frame Tell-About
• Ten-Frame Flash
• Build a Number
• "I wish I had. . ."
• Comparing numbers
• Story Problems
• Guess What?
• Roll and Build

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USING TEN FRAMES WITH RESPONSE CARDS USING TEN FRAMES WITH RESPONSE CARDS RE REKE KENRE REK DIFFERENTIATING WITH REKENREKS WHAT DO YOU DO WITH A REKENREK?

• String relationships (1 more/1 less, 2 more/2 less)
• Quick Images
• Show me _____________ (a number)
• Part-Part-Whole
• Who can show me the number in the least number of pushes?
• Modeling Story Problems
• Guess My Way (Have students show, then you show)

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BUILD YOUR OWN!

• Guess My Way
• Show the Sum

3 3 REASO SONS S WHY KIDS S NEVER BE BECOME FL FLUENT

• 1. Over reliance on counting
• 2. The manipulatives we use
• 3. Lack of number sense

1.

• 1. OVER RELIA

IANCE ON COUNTIN TING

“Tasks that encourage students to think in collections provide rich opportunities for them to construct abstract mathematical relationships and become powerful problem solvers.”

• Wheatley/ Reynolds 2010
• 2. TH

THE MAN ANIPUL ULATI TIVES WE US USE “In the United States, the manipulatives most commonly used with young children are single objects that can be counted - Unifix cubes, bottle caps, chips, or buttons, while these manipulatives have great benefits in the very early stages of counting and modeling problems, they do little to support the development of the important strategies needed for automaticity.”

• Fosnot

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• 3. LACK OF NUM

UMBER SENSE

Number sense is never complete - It is a lifelong process that is promoted through many and varied experiences with using and applying numbers.

• Van de Walle

WHAT IS S NUMBER SE SENSE SE?

The characteristics of good number sense include: a)Fluency in estimating and judging magnitude b)Ability to recognize unreasonable results c)Flexibility when mentally computing d)Ability to move among different representations and to use the most appropriate representation.

Kalchman, Moss and Case (2001)

WHY NUM UMBER SENSE?

In a recent study of 180 seventh-graders conducted by the University of Missouri, researchers found that, “those who lagged behind their peers in a test of core math skills needed to function as adults were the same kids who had the least number sense or fluency way back when they started first grade.”

• Neergaard, 2013

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TE TEACH CHING NG MATH TH

Is as easy as…

One Rule Two Tools to Structure Understanding Three Reasons Why Kids Never Become Fluent

A CONCLUDING THOUGHT

We expect that the very best doctors will treat the most grievously ill patients. It should be no different in mathematics education. Great teachers have the skills to help the students who struggle the most.

• Larson, 2011

President of NCTM

50

Thank You!

Naomi Church

Naomi.church@browardschools.com

Caroline Redding

caroline.redding@stlucieschools.org