Engaging Students in Learning Mathematics Grade 5 Session 1 Pam Hutchison August/September, 2015.
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Transcript of Engaging Students in Learning Mathematics Grade 5 Session 1 Pam Hutchison August/September, 2015.
![Page 1: Engaging Students in Learning Mathematics Grade 5 Session 1 Pam Hutchison August/September, 2015.](https://reader035.fdocuments.us/reader035/viewer/2022062718/56649eb05503460f94bb59c8/html5/thumbnails/1.jpg)
Engaging Students in Learning Mathematics
Grade 5Session 1
Pam HutchisonAugust/September, 2015
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AGENDA• Mindset and Learning Math• GO Math
– Chapter 1 – Place Value, Multiplication, and Expressions• questions and comments
– Chapter 2 – Divide Whole Numbers– Chapter 3 – Add and Subtract Decimals
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Expectations• We are each responsible for our own
learning and for the learning of the group.• We respect each others learning styles and
work together to make this time successful for everyone.
• We value the opinions and knowledge of all participants.
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Qualities Needed in High Tech Workplace – Ray Peacock, Phillips Laboratories
Lot’s of people think knowledge is what we want… and I don’t believe that, because knowledge is astonishingly transitory. We don’t employ people as knowledge bases, we employ people to actually do things or solve things. Knowledge bases come out of books.
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Qualities Needed in High Tech Workplace – Ray Peacock, Phillips Laboratories
So I want flexibility and continuous learning…. [A]nd I need teamworking. And part of teamworking is communications. …the tasks are not 45 minutes max, they’re usually 3-week dollops or one-day dollops, or something, and the guy who gives up, you don’t want him.
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Qualities Needed in High Tech Workplace – Ray Peacock, Phillips Laboratories
So the things therefore are the flexibility, the teamworking, the communication, and the sheer persistence.
What’s Math Got To Do With ItJo Boaler, Professor, Stanford University
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Mindset
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The Brain and Learning• Understanding brain research is a key
– What does the brain do while learning?– How does learning occur?– How do we maintain/develop new learning?– How do we use and connect prior knowledge?
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What do you think?• In just a minute I am going to ask you a few
questions about what you believe about learning and math.
• Please jot your answers on a piece of paper.
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What do you think?• You can learn new math skills but you can’t
really change your basic level of math ability.– Strongly Agree– Agree– Disagree– Strongly Disagree
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What do you think?• I like math best when I can do it perfectly
without any mistakes.– Strongly Agree– Agree– Disagree– Strongly Disagree
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What do you think?• When I have to work hard on a math
problem, it makes me feel as though I am not very smart.– Strongly Agree– Agree– Disagree– Strongly Disagree
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What do you think?• I like math problems that I’ll learn from
even if I make a lot of mistakes.– Strongly Agree– Agree– Disagree– Strongly Disagree
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Brain Plasticity • Jo Boaler, Benjamin Bloom, and Carol Dweck
research• Neuroplasticity—the ability for the brain to
grow and rewire itself
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WIM Day 1 – Video
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The Brain and Learning• Experiences and making sense of the
experiences• Providing many experiences for children
allow their brains to work and make sense of the situation in new ways
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Benjamin Bloom
After 40 year of intensive research… major conclusion is:
• “What any person in the world can learn, almost all persons can learn if provided with the prior and current conditions of learning.”
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Mindset
mindsetThe New Psychology of Success• By Carol Dweck:
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Growth Mindset• A belief system that suggests that one’s
intelligence can be grown or developed with persistence, effort, and a focus on learning
Fixed Mindset• A belief system that suggests that a
person has a predetermined amount of intelligence, skills, or talents
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Interview with Carol Dweck• https://
www.youtube.com/watch?v=wh0OS4MrN3E
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Fixed vs Growth Mindset
Look smart
No
Give up
Lower
Learn
Yes
Work harder
Higher
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What do you think?• You can learn new math skills but you can’t
really change your basic level of math ability.Fixed Mindset Growth Mindset– Strongly Agree– Agree
– Disagree– Strongly Disagree
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What do you think?• I like math best when I can do it perfectly
without any mistakes.Fixed Mindset Growth Mindset– Strongly Agree– Agree
– Disagree– Strongly Disagree
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What do you think?• When I have to work hard on a math
problem, it makes me feel as though I am not very smart.Fixed Mindset Growth Mindset– Strongly Agree– Agree
– Disagree– Strongly Disagree
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What do you think?• I like math problems that I’ll learn from
even if I make a lot of mistakes.Fixed Mindset Growth Mindset
– Strongly Agree– Agree
– Disagree– Strongly Disagree
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What do you think?• I like math problems that I’ll learn from
even if I make a lot of mistakes.Fixed Mindset Growth Mindset
– Strongly Agree– Agree
– Disagree– Strongly Disagree
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What Can We Do?
Work to change students beliefs and mindsets.
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Ned the Neuron• Teach children about the brain and the role
that challenges play in helping the brain grow.
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Books about the Brain• Young Genius Brains by Kate Lennard• Think, Think, Think: Learning About Your
Brain by Pamela Hill Nettleton• Your Fantastic Elastic Brain – Stretch It,
Shape It by JoAnn Deak, Ph.D.• My First Book About the Brain by Donald M.
Silver and Patricia J. Wynne
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Students• Week of Inspirational Math• Jo Boaler website: youcubed
https://www.youcubed.org/week-of-inspirational-math/
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Week of Inspirational Math
• Different tasks that involve deep thinking with growth mindset messages that will help them persist with open and difficult problems and embrace mistakes and challenge.
• All tasks are low floor and high ceiling – they are accessible to all students and they extend to high levels.
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Week of Inspirational Math• Meant to inspire students through
“open, beautiful and creative math”• Students learn important growth mindset
messages that will help them – feel confident, – try harder all year, – persist with open and difficult problems and – embrace mistakes and challenge.
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WIM Day 1
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What Can We Do?
Remove the idea that “speed” corresponds to how smart you
are in math!
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Why does it matter?
Jo Boaler• … the number of highly qualified individuals
who have been really harmed by mathematics– Tales of trauma– Scarring experiences
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Vivienne Parry, OBE(Order of the British Empire)
Jump to 2:40
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Vivienne Parry
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What Can We Do?
Set up positive norms!
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What Can We Do?
Provide a wide variety of strategies and activities that allow all students to achieve.
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Classroom Practices• Hands-On Activities• Allowing students to explore and investigate
math• Developing students’ conceptual
understanding• Number Talks and Daily Math• Alernate Algorithms• Emphasis on problem solving and word
problems/real world problems
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GO Math!
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Overall Program• Need to spend time in class on word
problems and problem solving• Send basic practice problems for homework
ONCE students are ready to work independently
• Send a reasonable number of problems for homework (about 10) – pick and choose which ones to send home
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Overall Program• The “Advanced Learners” activities can
frequently be used for all students and is frequently more engaging
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Chapter 1• Any comments, questions, or concerns?
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Chapter 2• Lesson 2.1 Example #1 (63)
• Why 160?
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Lesson 2.1
Estimate 128 ÷ 8• An alternative
– Do you have enough to make 1 group of 8?– Do you have enough to make 10 groups of 8?– Do you have enough to make 100 groups of 8?
10 groups 100 groups 80 800
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Lesson 2.1
4.NBT.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
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Lesson 2.1• Students may still need to draw or use
concrete objects at first• Lesson 2.1 jumps right to abstract
– Attend to precision• Connect to place value language• Alternative to erasing – record above• Area Models and Partial Quotients
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Area Models
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Partial Quotients
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Lesson 2.5• Compatible Numbers (p 81)
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Lesson 2.5• Multiplication
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Lesson 2.6• Students can continue to use partial
quotients or area models• They do not have to use the traditional
algorithm shown in the text (see standard)
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Lesson 2.7• This lesson is important• Students need to understand what the
remainder means and whether or not it is relevant to the problem.
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Lesson 2.8• Again, students do not have to use
traditional algorithm• Students can use
“stacking” if theirestimate is toolow.
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Chapter 2• Briefly look over Chapter 2• Any additional questions or concerns at this
time?
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Chapter 3• Lessons 3.1 and 3.2 extend place value to
thousandths– 4th grade introduced tenths and
hundredths– Primary models should have been
number lines and area models– Lessons 3.1 and 3.2 connect to area
models
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Lesson 3.2• Fraction/Decimal Connection (p113)
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Lesson 3.3
Connect to prior knowledge• What would you do to compare the
following 2 numbers?234,108 and 98,978
LINE UP THE PLACE VALUES!
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Lesson 3.3
Connect to prior knowledge• So what do you think you should do to
compare the following 2 numbers?2.34 and 5.9
LINE UP THE PLACE VALUES!
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Lesson 3.3 (p 117)• Emphasize line up by place value, not by
decimal point• Decimal point can be an “Oh, yeah, what do
we notice?”
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Lesson 3.3 (p 117)
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Lesson 3.4
Rounding• Keep language of closer to (not rote rule)• Vertical (or horizontal) number line• Having to find the “middle” between 4.3 and
4.4 – Forces students to pay attention to equivalent
decimals (4.30 and 4.40)– Calls attention to the concept that there are
always more numbers between any 2 numbers
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Lesson 3.7• Be sure you connect back to place value and
the models they used in Lessons 3.5 and 3.6
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Lesson 3.8• Be sure to emphasize place value (not line
up the decimals)• Some students may still need to draw first
(not as a check – see p 139) – that is okay
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Lesson 3.8 (p 139)
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Lesson 3.9• Many students need a lot more time with
manipulatives and drawings to prevent common errors
• For example: 14.2 – 8.63
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14.2 – 8.63
• Order of numbers
• Why did you place a “0”?
• Why didn’t the “3” just come down?
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C – R – A • One of the weaknesses of the program is
that they (frequently) do not allow enough time at the concrete and representational stages
• You need to make sure that you allow extra time with manipulatives or drawing if needed
• Pay attention to standards
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Chapter 3• Briefly look over Chapter 3• Any additional questions or concerns at this
time?