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  • 1.Meaningful Math Tasks Wakefield Elementary School Early Release November 8, 2013

2. Goals:Examine the components of meaningful math tasks and the connection to the Standards for Mathematical Practice Reflect upon math instructional practices taking place in your classrooms to set goalsDetermine your next steps 3. Meaningful Math Tasks 4. No Big Gulp in the Big Apple?http://www.salon.com/2013/03/12/new_york_can_continue_to_guzzle_its_big_gulps/ 5. Turn and Talk Do you agree with Mayor Michael Bloomberg -- Should the sales of soft drinks be limited to 16 ounces or less? 6. www.nyc.gov 7. How many packets of sugar are in a 20-oz. Coke?http://4.bp.blogspot.com/_sOWDSgqv7Lk/SvZcDFobhrI/AAAAAAAAABU/6lyEcGyHGBU/s320/sugar.jpeg http://productnutrition.thecoca-colacompany.com/images/packagings/KO%2020%20oz.jpg 8. Making ConjecturesHow many packets of sugar do YOU think are in a 20-oz. Coke? Give an answer you know is too high. Give an answer you know is too low. What information do you need to solve? 9. How many packets of sugar are in a 20-oz. Coke?Be sure to explain your reasoning in 2 ways: Manipulatives Computations Pictures Words 10. Helpful Resourceshttp://productnutrition.thecoca-colacompany.com/products/coca-cola http://www.dominosugar.com/sugar/sugar-packets 11. http://voodookitchennet.blogspot.com/2012/06/65-say-no-to-ban-on-super-size-sugary_12.html 12. Share Your WorkExplain your reasoning! 13. Grams of Sugar in a Coke A 20 oz. Coke contains 65g of sugar= 1g of sugar 14. Grams of Sugar in a Packet A packet of sugar contains 4 grams of sugar= Where do you go from here? 15. Now What?! How many packets are in 65 grams?16 packets, 1g left over 16. Constructing Viable ArgumentsLets reflect back to the original question: Should the sales of soft drinks be limited to 16 ounces or less? 17. Constructing Viable ArgumentsChoose ONE of the following: Write a letter to the editor for or against the sale of large soft drinks. Create a television commercial for or against the sale of large soft drinks. Create a campaign slogan/speech for or against the sale of large soft drinks. 18. Making ConnectionsStandards for Mathematical Practice 1. Make sense of problems & persevere in solving them 2. Reason abstractly & quantitatively 3. Construct viable arguments & critique the reasoning of others 4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to precision 7. Look for & make use of structure 8. Look for & express regularity in repeated reasoning 19. Task Reflection How are these different?http://www.kidslearningstation.com/math/division-remainders.asp 20. Meaningful Mathematical TasksHow do we move from a culture of answer getting to one of learning the mathematics? * Whos doing the talking and whos doing the math? * -Cathy Seeley, former President of NCTM 21. The Butterfly Method 22. The Butterfly Method 23. Components of Math Tasks Useful mathematicsAllows teacher to assess understandingPromotes conceptual developmentHigher level thinking & problem solvingMultiple entry pointsRelevance & ApplicationVarious pathways & solutionsMakes connections of math conceptsEncourages discourse & collaborationUseful mathematics-The NCTM Brief, April 2010 24. What about EOGs? What is the area of this rectangle?What are the dimensions of the rectangles that can be made with a perimeter of 30? Which rectangle results in the greatest area? How do you know?What do you notice about the relationship between area and side lengths? http://sampleitems.smarterbalanced.org/itempreview/sbac/index.htm 25. JigsawThe Value of Challenging our Students (1) Spoon-Feeding our Students (2) The Need for Complexity (3) Constructive Struggling (4) 26. Constructive Struggling Perhaps the way to help them most both in terms of success and attitude, lies in the counterintuitive notion of finding the right level of struggle or challenge a level that is both constructive and instructive. The business community tells us the ability and willingness to tackle a problem that is not easily solved is one of the most important traits of a well-educated adult in the 21st century. If we do our job well and make students think just a little harder, we can prepare them to take on some of the most difficult problems we face today as well as the unknown problems we are likely to face tomorrow. -Cathy Seeley, author of Faster Isnt Smarter: Message About Math, Teaching and Learning in the 21st Century 27. Constructive Struggling?! 28. Next Steps