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Building a Solid Number Foundation Strategies for Education Assistants

Building a Solid Number Foundation Strategies for Education Assistants. Getting started…. Think back to when you were a student. What was your experience with math like? How do you view mathematics now? What do you think of this statement …

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Building a Solid Number Foundation Strategies for Education Assistants

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  1. Building a Solid Number FoundationStrategies for Education Assistants

  2. Getting started…. • Think back to when you were a student. What was your experience with math like? • How do you view mathematics now? • What do you think of this statement … “ All students have the capacity to learn mathematics”

  3. The goals… • think more broadly about expectations to reach more students (Differentiation) • focus on problem solving and thinking • focus on important math within strands • Understand those formulas… • evoke conversation

  4. Building a Math Community The goal is to facilitate the development of an inclusive environment where all students feel safe, valued, and supported in their learning

  5. Today’s mathematics classrooms should be… Dynamic places where children are involved and engaged in their own learning Include activities that promote higher level thinking, cooperative problem solving and communication

  6. Mathematical Processes • Connections • Mental Math & Estimation • Visualizing • Reasoning • Problem-solving • Technology http://www.bced.gov.bc.ca/irp/pdfs/mathematics/2007mathk7.pdf

  7. The philosophy: • active learning • exploration of concepts • mastery of the facts

  8. For the next while….. ….we are going to be exploring math. It will be: funchallengingfrustrating vaguesatisfyingopen Just go with it…..

  9. And…while we are at it…. • Concept Map for keeping track…. http://olc.spsd.sk.ca/Concept Map/pd/instr/strats/conceptmap/index.html

  10. Greg Tang: Problem Solving • Mind-stretching math riddles: a visual and intuitive approach to computation and problem solving.

  11. Solve this problem…..

  12. Solve this problem…..

  13. ..and this one…

  14. and this one…

  15. …and this one too…

  16. …and this one too…

  17. How was that?

  18. Let’s Play “Sweet Sixteen”

  19. Making connections… • Use the materials given to you to create as many different shapes as you can. • The “rules” : • You can do this: • You cannot do this:

  20. Pentominoes

  21. Create an irregular shape with area 15 and perimeter 18 • Create an irregular shape with area 15 and perimeter 20 • Create a regular shape with area 20 and perimeter 18 • Create a regular shape with area 25 and perimeter 20 • Extra worksheet…

  22. Reflect…. • What was the purpose behind doing the math? • What did you learn: • about yourself as a learner? • from others? • What questions do you have about this first section? • Add to your Concept Map

  23. Take Away Activity • Choose one activity that you experienced today (and trial it with your students). Think about the important mathematical concepts you hope to focus on and how you can adapt the activity to meet the needs of your students. • We will begin the next session with a debrief (about how it went) with particular emphasis on how the task builds a solid number foundation and strategies students employed during the task. • If you can, provide evidence (such as work samples, students’ reflections, anecdotal notes) to share next session.

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