Day 3 Slide 1

Number and Operations Day 3.5

A research-based Canadian professional learning initiative

Coxheath ElementaryNovember 21, 2008

Three-Day AgendaDay 1

- Introduction- Overview of PRIME- Representing

a Number- The Number Maps- Key Ideas Across the

Phases- Fractions Across

the Phases- The Operations Map- Getting Ready for

Day 2

Day 3 IntroductionDiagnostic Tools

from Day 2 Fostering

Communication- Planning

with PRIME - Problem Solving

with PRIME- Reflecting Back/

Moving Forward

Day 2- Introduction- Phasing Multiplication

Tasks- Student Tasks (Day 1)- Algorithms Across

the Phases - Open & Choice Tasks- Manipulatives Across

the Phases- The Diagnostic Tools- Getting Ready for

Day 3

Day 3 Slide 2

A Sample Frayer Model

B&S, p. 184

Day 3 Slide 16

Student Frayer Model for

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Student Samples of Frayer Models

Examine the sample Frayer Models. • What information about the topic

is each student communicating? • Does the sample demonstrate

that the student understands the concept he or she is illustrating?

Day 3 Slide 18

Pre-Planning for a Number or Operations Unit

1. a) Determine phase make-up of class.b) Choose a topic and student group (phase) to focus on.

2. Determine what students can and cannot do.

3. Look through PRIME resources for ideas.

Day 3 Slide 19

Pre-Planning for a Number or Operations Unit

Day 3 Slide 21

Work with a partner.

Follow the steps on the Planning Master BLM.

Teaching Through Problem Solving

Teachers can help students learn to deal independently with new

situations involving math by teaching through problem solving.

Day 3 Slide 22

Beginning a Lesson with a Problem

A situation to set a real-life problem context for the lesson

Given the lesson goal, what problem could this lesson begin with?

Day 3 Slide 23

Lesson goal

Beginning a Lesson with a Problem

A problem to set the mathematical context for the lesson

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Why Teach Through Problem Solving?

• the math makes more sense• better insight into students’ thinking• more motivating• builds perseverance and confidence • allows for differences in style and approach• provides practice with concepts and skills• provides students with better insight into

what mathematics is aboutDay 3 Slide 25

B&S, p. 154

Bike RaceA bike is travelling at 35 km/h. A car is travelling at 80 km/h and begins 180 km behind the bike. How long will it take the car to catch up to the bike?

Solve This Problem

Day 3 Slide 26

B&S, p. 169

Problem-Solving Strategiesand Developmental Phases

B&S book, p. 158

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Problem-Solving StationsWork with a partner and visit at least two problem-solving stations. At each station:• Solve the problem.• Record the PS strategy(ies) used.• List the math concepts/skills students would use while solving the problem.

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The PRIME Web Site

www.PRIME.nelson.comCurriculum Correlations (PDFs)Web Connects (Internet links)

Day 3 Slide 31

Moving Forward With PRIME

Think of some ways (specific or general, short-term or long-term) that will help you move forward with PRIME.

Day 3 Slide 32

What You Value About PRIME

What do you value about PRIME? Consider the course and the resources.

Day 3 Slide 33