Exploring Algebra and the Operations. Session 1 - Noticing. Four Corners. Corner 2: I know what this means, and I kinda like this stuff. Corner 1: “Whatchoo talkin’ ‘bout Willis?”. Representational & Numerical Proof. Corner 3:
Session 1 - Noticing
I know what this means, and I kinda like this stuff.
“Whatchoo talkin’ ‘bout Willis?”
Representational & Numerical Proof
I have some idea what this means, but I could not give you an example.
I know what this means, and I have an example.
“ At ease” I know how to do this but it is not my choice kind of like changing a tire
“Nervous”; we could skip this part
What feelings are associated with these terms?
“Steady”; I will make mistakes and stumble through but I am okay with that
“Confident” ask me anything…I got this
Asking questions that we don’t know the answers to about how the operations work will help us to deepen our own mathematical proficiency as well as the proficiency of the students we teach.
Students always notice regularity without a teacher intervening.
Exploring the conjectures of students can confuse other student and lead them down a road to misconceptions.
Agree upon a definition of an even & odd number
Feel free to revise these definitions to be more precise as we continue to work
Be sure to create representations as you work. Number sentences must be justified using representations.
Can you create representations that would justify any number?
We do not need a slide for this but after they work let’s get a few of the conjectures up on charts for discussion. I will try to have doc cams so that we can view representations
What would a teacher need to have in her tool belt to be able to “notice”?
Your assignment is to visit grade 3 classes and pay attention to what children say. During our next visit we will want to share what we noticed.