So my last post was just about the first 2 sessions on the first day I was there (Thursday). Now it is time for the other 3.
Nix the Tricks (#436) (Tina Cardone @crstn85 and Ashli Black)
First, go here Nix the Tricks
I have read this before and worked with it in my department.
Check out "13 Rules That Expire" by Karp, Bush, and Dougherty.
"If the student can explain the math behind it, then it's a shortcut. If they can't, it's a trick." - Tina Cardone (@crstn85)
"If you truly understand something, you should also understand the inverse." - Tina Cardone
Ex: Cross multiplication. What undoes that? Uncrossing? Cross division?
What does "cancel" mean? (Basically, I need to stop saying cancel. I can say "divide to be 1" or "add to be 0", etc.)
- http://mathmistakes.org/
- http://www.visualpatterns.org/
- Notice and Wonder from The Math Forum
- Illustrative Math's Progression of Fractions
Reality: We won't remember to "nix" all the tricks. Pick 2 for the year that you will try to stop doing. Then pick 2 the following year. Will work well if the entire department would look at it so we could be consistent.
I DID IT! Combining Representation & Purposeful Questions to Promote Perseverance in Problem Solving #488 (Jane Wilburne @JaneMWilburne & Tara Russo)
We talked about problems students have in perseverance and what ideas we have to make them want to persevere. Ex: Giving a small hint, giving rich problems that cannot be solved in 30 seconds, not giving them leading questions but instead asking them why they think that way or what do they see
They offered a sample of a perseverance log for students to reflect on what it took for them to persevere in different problems.
They also gave us a handout on asking better questions that would probe thinking. This included questions for clarification, that probe assumptions, probe reasons and evidence, questions about viewpoints and perspectives, questions that probe implications and consequences, and questions about questions.
Classroom Strategies to Make Sense and Persevere is a great article for more info.
Let's Talk Numbers, Shall We? Our Journey to Building Number Sense #562 (Pamela Rayburn & Alissa Murray)
If you have not already tried Number Talks, you should. This is probably one of the hottest topics at NCTM Annual this year. Many sessions were offered.
Are you tired of your students reaching for the calculator for every little math problem? Don't have time to reteach an entire unit they should have already learned. 5 minute a day number talks could make a huge difference.
The math coaches did a book PD for the district with the book Making Number Talks Matter by Humphreys and Parker.
Start with the dot talks and move on to addition, subtraction, etc. I truly feel this is good for students at any level and in any grade. It promotes rich mathematical discourse and gets kids thinking about numbers beyond the standard algorithms.
My brain was exploding after all of the awesomeness on Friday. A special thank you to all of the teachers that shared and taught me.
Nix the Tricks (#436) (Tina Cardone @crstn85 and Ashli Black)
First, go here Nix the Tricks
I have read this before and worked with it in my department.
Check out "13 Rules That Expire" by Karp, Bush, and Dougherty.
"If the student can explain the math behind it, then it's a shortcut. If they can't, it's a trick." - Tina Cardone (@crstn85)
"If you truly understand something, you should also understand the inverse." - Tina Cardone
Ex: Cross multiplication. What undoes that? Uncrossing? Cross division?
What does "cancel" mean? (Basically, I need to stop saying cancel. I can say "divide to be 1" or "add to be 0", etc.)
- http://mathmistakes.org/
- http://www.visualpatterns.org/
- Notice and Wonder from The Math Forum
- Illustrative Math's Progression of Fractions
Reality: We won't remember to "nix" all the tricks. Pick 2 for the year that you will try to stop doing. Then pick 2 the following year. Will work well if the entire department would look at it so we could be consistent.
I DID IT! Combining Representation & Purposeful Questions to Promote Perseverance in Problem Solving #488 (Jane Wilburne @JaneMWilburne & Tara Russo)
We talked about problems students have in perseverance and what ideas we have to make them want to persevere. Ex: Giving a small hint, giving rich problems that cannot be solved in 30 seconds, not giving them leading questions but instead asking them why they think that way or what do they see
They offered a sample of a perseverance log for students to reflect on what it took for them to persevere in different problems.
They also gave us a handout on asking better questions that would probe thinking. This included questions for clarification, that probe assumptions, probe reasons and evidence, questions about viewpoints and perspectives, questions that probe implications and consequences, and questions about questions.
Classroom Strategies to Make Sense and Persevere is a great article for more info.
Let's Talk Numbers, Shall We? Our Journey to Building Number Sense #562 (Pamela Rayburn & Alissa Murray)
If you have not already tried Number Talks, you should. This is probably one of the hottest topics at NCTM Annual this year. Many sessions were offered.
Are you tired of your students reaching for the calculator for every little math problem? Don't have time to reteach an entire unit they should have already learned. 5 minute a day number talks could make a huge difference.
The math coaches did a book PD for the district with the book Making Number Talks Matter by Humphreys and Parker.
Start with the dot talks and move on to addition, subtraction, etc. I truly feel this is good for students at any level and in any grade. It promotes rich mathematical discourse and gets kids thinking about numbers beyond the standard algorithms.
My brain was exploding after all of the awesomeness on Friday. A special thank you to all of the teachers that shared and taught me.
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