Accessible Mathematics Day 3

ACCESSIBLE MATHEMATICSDAY 3Shifts 3, 4, and 5

REVIEW SHIFTS 6-9&

DISCUSS THE HOMEWORK

INSTRUCTIONAL SHIFT 3Use multiple representations of mathematical entities.

IN YO

UR M

IND

’S EYE…

Fractional parts of wholes vs. Fractional parts of sets

“DRAW A PICTURE!” “USE A NUMBER LINE!” “ASK THEM WHAT IT LOOKS LIKE!”Solve the following problems:

1. 2.

How would you explain the difference between the following 2 expressions: and ?

SINGAPORE MATH Refer to the following website:

http://thesingaporemaths.com/

Thinking Blocks Modeling Tool

http://www.mathplayground.com/ThinkingBlocks/thinking_blocks_modeling%20_tool.html

SO WHAT SHOULD WE SEE IN AN EFFECTIVE MATHEMATICS CLASSROOM? Frequent use of pictorial representations to

help students visualize the mathematics they are learning.

Frequent use of the number line and bar models to represent numbers and word problems.

Frequent opportunities for students to draw or show and then describe what is drawn or shown.

INSTRUCTIONAL SHIFT 4Create language-rich classroom routines.

WHAT DO YOU SEE?

“…one of the simplest and easiest ways to take the students who are just below proficient and move them to proficient is to attend to the fact that they just may not have known five mathematical terms.”

SO WHAT SHOULD WE SEE IN AN EFFECTIVE MATHEMATICS CLASSROOM? An ongoing emphasis on the use and

meaning of mathematical terms, including their definitions and their connections to real-world entities and/or pictures.

Student and teacher explanations that make frequent and precise use of mathematics terms, vocabulary, and notation.

An extensive use of word walls that capture the key terms and vocabulary with pictures when appropriate and in English as well as Spanish when appropriate.

INSTRUCTIONAL SHIFT 6Take every opportunity to support the development of number sense.

WH

AT IS NU

MBER SEN

SE?

According to Mr. Leinwand, “a comfort with numbers that includes estimation, mental math, numerical equivalents, a use of referents like ½ and 50%, a sense of order and magnitude, and a well-developed understanding of place value…”

THE DISTANCE FROM NEWTON, NC TO BOONE, NC IS 9,173,261. WHAT MUST BE THE UNITS?

SO WHAT SHOULD WE SEE IN AN EFFECTIVE MATHEMATICS CLASSROOM? An unrelenting focus on estimation and

justifying estimates to computations and to the solution of problems.

An unrelenting focus on a mature sense of place value.

Frequent discussion and modeling about how to use number sense to “outsmart” the problem.

Frequent opportunities to put the calculator aside and estimate or compute mentally when appropriate.

HOMEWORK FOR NEXT TIME: Read Chapters 2, 3, and 11. Review the Singapore Math website and find

a way to incorporate the bar model in one of your lessons. Bring this with you next time.