BUILDING CAPACITY COMMUNITIES OF LEARNERS. FIVE DSB1 Teachers Attend Ministry Math Camp in August...
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Transcript of BUILDING CAPACITY COMMUNITIES OF LEARNERS. FIVE DSB1 Teachers Attend Ministry Math Camp in August...
B U I L D I N G C A PAC I T Y
COMMUNITIES OF LEARNERS
FIVE DSB1 Teachers Attend Ministry Math Camp in August 2011
RESEARCH ON GROWING LINEAR PATTERNS BY CATHY BRUCE AND RUTH BEATTY
GRADES: 5-8
TEACHERS ALSO ATTEND SESSIONS FOR GRADES 3-6 AND K-3
PROPORTIONAL REASONING K-3
OAME LEADERSHIP CONFERENCESPRING 2011
Multiple Representations
of Fractions(Junior Division)
OAME LEADERSHIP CONFERENCE, SPRING 2011
Rich, Authentic Tasks for Problem-
Based Learning
OAME LEADERSHIP CONFERENCE
Intermediate Division
Co-Planning
SMART Response QuestionTo set the properties right click and selectSMART Response Question Object->Properties...
SMART Response QuestionTo set the properties right click and selectSMART Response Question Object->Properties...
Co-Teaching/Observing
PD at DJPS
NOMA Northern
Ontario Math Association
Satellite Site: New Liskeard Board Office,
Saturday, October 22, 2011
PD at DJPS
NOMA Saturday,
October 22, 2011
GROWING LINEAR PATTERNS
Input Output
1 4
2 7
3 10
4 13
5 16
WHAT IS ADDITIVE THINKING?
1
2
3
+3+3
+3+3
When students use additive thinking, they consider the change in only one set of data. For instance, in the examples below, students can recognize that the pattern increases by 3 blue tiles each time, or that the value in the right column increases by 3 each time. Students who utilize only additive thinking do not recognize the co-variation between the term number and tiles, or between the two columns in the table.
MULTIPLICATIVE THINKING Understanding the co-variation of two sets of data For instance, in this pattern, the mathematical structure
can be articulated initially by a pattern rule, number of tiles = term number x3+1
In older grades more formal symbolic notation can be used, y=3x+1
This allows students to confidently predict the number of tiles for any term of the pattern
1 2 3
Multiple Representations
of Growing Linear Patterns
GROWING LINEAR PATTERNS
Tiles = position number x1+1Tiles = position number x3+1Tiles = position number x5+1
What is similar in the 3 rules? What is different?What is similar in the 3 patterns? What is different?What is similar about the trend lines on the graph? What is different?
Tiles = position number x3+2Tiles = position number x3+6Tiles = position number x3+9
What is similar in the 3 rules? What is different?What is similar in the 3 patterns? What is different?What is similar about the trend lines on the graph? What is different?
JUSTIFICATION FRAMEWORK
Landscape of Learning
Patterning and Algebra K-8
EQAO, Report Card
Implementation
SUMMER INSTITUTE:AUGUST, 2011
SUMMER INSTITUTE GETS TEACHERS FROM ACROSS THE BOARD SHARING
SUMMER INSTITUTE PROMOTES COLLABORATIVE PLANNING
NETWORKING BETWEEN SCHOOLS
FLUENCY IN OPERATIONS THROUGH MATH ACTIVITIES
SUMMER INSTITUTE 2011: GROWING LINEAR PATTERNS FOR THE CLASSROOM
OUR GOALS:• Focus on student achievement• Build trust with principals, teachers, families• Collective efficacy• Build mathematics leadership capacity • Increasing student comfort/enthusiasm for math• Respect for specialization and diversity• Collective learning• Support each other with challenges• Build on each other’s learning
LEADERSHIP“The heart of school improvement rests in
improving daily teaching and learning practices in
schools, including engaging students and their families.” Ben Levin, 2008