Why is math taught differently ?

Who is in the room?

1. Parent/Teacher/Caregiver of….(grade levels)

2. School district (county or independent)

How many of you LOVE math?

Math was your FAVORITE subject…

Are you confident in your mathematical thinking?

Why do we care about how math is taught?

Elementary Standard:

Please do not blurt your response.

Add 38 + 37 (without paper)

Number Talk in Action: Grade 3

What do the standards say?

Grade 3 Math StandardNumber and Operations in Base Ten (3.NBT)

Use place value understanding and properties of operations to

perform multi-digit arithmetic.

1.Use place value understanding to round whole numbers to the nearest 10 or 100.

2.Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

When does math stop making sense?

fractions

Long Division

What do you remember about fractions?

Make a list at your table of what you know about fractions…and what you remember learning about fractions

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Try this problem:

Estimate the answer: 12/13 + 7/8

A) 1B) 2C) 19D) 21E) I don’t know.

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National Assessment of Educational Progress (NAEP) results show an apparent lack of understanding of fractions by 9, 13, and 17 yr olds.

Estimate the answer: 12/13 + 7/8

Only 24% of the 13-yr-olds responding chose the correct answer, “2”.

55% selected 19 or 21 These students are operating on the

fractions without any understanding of the math.Results from the 2nd Mathematical Assessment of the

National Assessment of Educational Progress

Children’s Ideas about Fractions:

Show me where ½ could be on the number line below:

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0 1 2 3

Why do students sometimes choose this part of the number line?

Children’s Ideas about Whole Numbers:

3 > 2 ALWAYS. 1 = 1 ALWAYS.

So…how can it be that 1/3 > ½ ?

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When students can’t ‘remember’ a procedure, they resort to performing any operation they know they can do…

• Estimate the answer: 12/13 + 7/8

• A) 1• B) 2• C) 19• D) 21• E) I don’t know.

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…instead of making sense of the numbers they are attempting to add.

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Perhaps you’ve seen this reasoning…

1/2 + 1/3 = 2/5

If students have an understanding of the value of the fractions on a number line, or as parts of a whole, then they can argue the unreasonableness of this answer.

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FRACTION MANIPULATIVES

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Learning Activity: Fraction Circles

The white circle is 1. What is the value of each of these pieces?

1 yellow

3 reds

1 purple

3 greens    

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Now…change the unit: The yellow piece is 1. What is the value of those pieces?

Learning Activity: Using Counters

Eight counters equal 1, or 1 whole.

What is the value of each set of counters? 1 counter 2 counters 4 counters 6 counters 12 counters   

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Now, change the unit: Four counters equal 1. What is the value of each set of counters?

Learning Activity: Number Lines

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Confusing Procedures…

2/3 x 1/2

Grade Required FluencyK Add/subtract within 5

1 Add/subtract within 10

2

Add/subtract within 20 (mental strategies)Add/subtract within 100 (strategies)

3

Multiply/divide within 100 (strategies)Add/subtract within 1,000 (strategies)

4Add/Subtract multidigit whole numbers (standard algorithm)

5Multidigit multiplication (standard algorithm)

Ways to think and talk about math Learn different ways to approach

problems by asking questions Look for patterns Use different tools strategically Students find many paths to the

right answer. Students learn to compare and

collaborate with their peers and teacher to make sense of what they are learning and apply it in creative, real world ways.

Explain their thinking Work well with others Be resourceful when new or

unknown problems arise Not “because my teacher told

me to do it this way, Instead “let me explain it to you in my own words”

www.learnzillion.com

www.jennyray.net

www.corestandards.org