MATH IN ACTION2011

Michele BelizaireWilliam Biglands

Jane Silva

Our Learning GoalsWe will challenge our mathematical

knowledge, skills, and understanding through problem solving

We will think, communicate, and apply mathematics by developing flexible, meaningful strategies and skills

We will display a productive disposition towards learning mathematics:◦the appreciation that mathematics is important◦the belief that with perseverance, each person

can grow their math intelligence

Mathematics to MeArrange the activities on the

Mathematics to Me template in categories related to mathematics, and justify how they categorized the activities mathematically.

Be ready to share your sorting rule.

Math Makes Sense1003 - 998

Math Makes Sense1003 - 998

1003-998

Math Makes Sense 2 x 4 3 5

Math Makes Sense 2 x 4 3 5

2 x 4 = 8 3 5 15

Math Makes Sense 2 x 4 3 5

2 x 4 = 8 3 5 15 or

2 x 4 = 10 x 12 = 120 = 8 3 5 15 15 15

Math Makes Sense200 x 300

Math Makes Sense200 x 300

200x300 000

0000 +60000 60000

Math Makes SenseWe have two glasses. One is partly filled with water and the other is partly filled with milk. The levels of the liquids are equal. I pour a part of the milk in the glass filled with water and stir very well.After, I pour the same amount of the mixture back in the glass of milk. Is there more milk in the water or more water in the milk.

Math Makes SenseTo Toronto by car. The tank is full. After driving 2/3 of the distance, there is 1/4 of the fuel left in the tank.Is there enough fuel to get to Toronto? How much is the shortage or overage?Explain.

The Math in Action ProgramMath makes senseUnderstanding exists on a continuum Numbers are meaningless without words

(Abstractions need to be “translated” to real-life or manipulative representations)

Patterns are changes that are predictable; relationships connect changes

Student-generated strategies demonstrate and communicate thinking and emerging understanding

The Math in Action ContentNumber Sense and Numeration

(Whole Numbers, Decimals, Fractions, Integers, Cartesian Plane)◦Operational Sense◦Proportional Relationships

Patterning and AlgebraRepresent / Model linear patterns and relationships

The Math in Action Schedule9am-10:30am - Morning Energizer Activity or Mini-lesson (15-20

minutes)Problem 1 (60 minutes)

10:30am-10:45am - Break

10:45am-12:00pm - After BreakEnergizer Activity or Mini-lesson (15-20

minutes)Problem 2 (60 minutes)Reflection(15 minutes)

Break

We will return

at

Part 1: Minds On1 + 12 4

Choose the model you would use to solve this task. Explain.

MoneyClockDouble Number LinePick a PriceArrayRatio Table

Part 1: Minds On 1 + 1 2 3

Choose the model you would use to solve this task. Explain.

MoneyClockDouble Number LinePick a PriceArrayRatio Table

Part 1: Minds On1 + 15 7

Choose the model you would use to solve this task. Explain.

MoneyClockDouble Number LinePick a PriceArrayRatio Table

Part 2: ActionIt’s a Matter of Rates:

Group Member 1 – Solve problem #2 using double number lines, #3 using unit rates, #4 using a ratio table and graph. Group Member 2 - Solve problem #3 using double number lines, #4 using unit rates, #2 using a ratio table and graph. Group Member 3 - Solve problem #4 using double number lines, #2 using unit rates, #3 using a ratio table and graph.  Select different students to model their solutions using the different models/strategies for each question.

Part 3: Consolidation/DebriefSelect different students to model their solutions using the different models/strategies for each question.

You’re Probably Wondering…Site leadBinsPhotocopyReportsVisitsOther?

Exit Slip: Leaf of Reflection

Math tastes like… because…

We will

return at

Energizer – Lights On, Lights OffThere are 7 lights in a circle as shown below:

The goal is to turn all of these lights on from the off position. Each light has a switch. The trouble is that the electrician didn’t use proper switches. When you press a switch, if a light is on it turns off, and if a light is off, it turns on. The electrician also made a mistake in wiring the switches. If you press the switch for one light, it not only changes that light, but also the lights on either side.

Figure out a way to turn all the lights on?

Fraction Folds

The Math in Action Program

Review the content for your assigned day(s)

Do the mathSelect one activity to lead for the

groupShare ideas/tips for:

◦anticipated student responses◦instructional sequence (i.e., prompting

questions)◦possible adaptations

The Math in Action Wikiwww.tdsb.wikispaces.com

The Math in Action WikiYour homework:

◦ Visit our wiki◦ Begin a discussion (i.e., post your

“tips”)