Integrating the Mathematical Practices in
Problem SolvingGrades 1 - 4
Monica HartmanAugust 28 and 29, 2012
Port Huron Back to School Professional Development
Write Your Own Story Problem
1. Think of a story problem you would use with your students.
2. Write it down on a 3x5 card.3. Place the card under your name
tag.
Pre & Post Teacher Survey
Complete the left side “Before Attending
Mathematical Practices Workshop”
Learning Target
I can integrate the Mathematical Practices in my teaching to develop deeper mathematical knowledge within my students.
8 Mathematical Practices
From: Teaching Children Mathematics, March 2012, Getting Started in K – Grade 2, pg. 440-445.
Solve and Discuss Structure
• Some children go to board and solve a problem
• Other children solve the problem at their desk.
• Teacher asks two children at the board to explain their method.
Solve and Discuss Structure
The explaining student:• Relates solution to a math drawing• Asks if there are any questions• Responds to the questionsThe listening student:• Asks questions • Suggests edits to the explanation or
solution
Solve and Discuss Structure
• The Solve and Discuss Structure is actually a Solve, Explain, Question, and Justify structure
• Aspire to make your classroom a place where all children listen to understand each other, not just being quiet while someone else is talking.
Mathematical Practice Rubric
3 min. Review Rubric (from: Institute for Advanced Study)
http://www.ocf.berkeley.edu/~mimiyang/misc/rubric.pdf
Pair Share1. Look at Math Practice #3 and #62. Discuss what a classroom might look
like where the teacher is using these practices during instruction.
Implementing the Standards of Mathematical Practice
In the Gum and Pretzel problem, we will focus of Mathematical Practices 3 and 6.
MP3 – Construct viable arguments and critique the reasoning of others.
MP6 – Attend to precision
Review the Mathematics Classroom Visitation Recording Form
Content Focus
1.OA and 2.OA Cluster Statements: Represent and solve problems
involving addition and subtraction2.OA.3 Standard:Determine whether a group of objects
has an odd or even number of members; write an equation to express an even number as a sum of equal addends.
Content Focus
3.OA Cluster Statement: Solve problems involving the four
operations, and identify and explain patterns in arithmetic.
4.OA Cluster Statement: Use the four operations with whole
numbers to solve problems.
The Gum and Pretzel Problem
Mark has 30 cents in his pocket and he wants to spend it all and not have any
change left in his pocket.
What can he buy for 30 cents?What different choices does he have? Why?
big pretzel 7¢gum 2¢
The Gum and Pretzel Problem
What can he buy for 30 cents?What different choices does he have? Why?
big pretzel 7¢gum 2¢
Work independently (2-3 minutes) Share your strategies with your partner
and with your group Each group should be ready to explain
their method for solving this problem.
Sharing Strategies
Remember, the explaining student:• Relates solution to a math drawing• Asks if there are any questions• Responds to the questionsThe listening student:• Asks questions • Suggests edits to the explanation or
solution
Sean’s Numbers
What mathematical practices do you observe in this video of a third grade class discussing odd and even numbers after doing the Gum and Pretzel problem?
Video and Supporting Documents found at http://deepblue.lib.umich.edu/handle/2027.42/65013
Remodeling Tasks • Tasks can be remodeled to make them
more intellectually challenging.• Look at the problem you wrote at the
beginning of the session• Does it fit into one of the categories from
Table 1, Common addition and subtraction situations?
• Look at Remodeling Tasks in Mathematics Classroom Handout.
• Use one of the suggestions listed, or another one, to remodel your task.
Remodeling Tasks • Get into groups of 4.• Rewrite your original problem to
make it more challenging, if needed• Share your original problem and
revision with your group.• The group chooses one to remodel
using the two page, Remodeling a Mathematical Task handout.
• Groups will give a 2 minute report to class.
2 Minute ReportRequirements
• Original Problem• Remodeled Problem• Mathematical Practice- refer to rubric• Part 1: Setting up the mathematical
task• Part 2: Questions to supporting
students’ during task• Part 3: Questions to use during class
discussion
Bar Diagrams
Watch Introduction Videohttp://www.mhschool.com/math/common/pd_video/mathconnects_bardiagram_p1/index.html http://www.mhschool.com/math/common/pd_video/mathconnects_bardiagram_p2/index.html
Thinking Blocks
http://www.mathplayground.com/thinkingblocks.html
Explore the site
Learning Target
I can integrate the Mathematical Practices in my teaching to develop deeper mathematical knowledge within my students.
Exit Ticket
On the back of your name tent write:
What is your take-away from today’s session?
Pre & Post Teacher Survey
Complete the right side“After Attending Mathematical
Practices Workshop”&
Post Event Questions
Thanks for another great session
Monica
Top Related