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Accessible Mathematics Day 3

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Accessible MathematicsDay 3

Shifts 3, 4, and 5

Use multiple representations of mathematical entities.

Fractional parts of wholes vs. Fractional parts of sets

Solve the following problems:

1. 2.

How would you explain the difference between the following 2 expressions: and ?

- Refer to the following website:
http://thesingaporemaths.com/

Thinking Blocks Modeling Tool

http://www.mathplayground.com/ThinkingBlocks/thinking_blocks_modeling%20_tool.html

- Frequent use of pictorial representations to help students visualize the mathematics they are learning.
- Frequent use of the number line and bar models to represent numbers and word problems.
- Frequent opportunities for students to draw or show and then describe what is drawn or shown.

Create language-rich classroom routines.

“…one of the simplest and easiest ways to take the students who are just below proficient and move them to proficient is to attend to the fact that they just may not have known five mathematical terms.”

- An ongoing emphasis on the use and meaning of mathematical terms, including their definitions and their connections to real-world entities and/or pictures.
- Student and teacher explanations that make frequent and precise use of mathematics terms, vocabulary, and notation.
- An extensive use of word walls that capture the key terms and vocabulary with pictures when appropriate and in English as well as Spanish when appropriate.

Take every opportunity to support the development of number sense.

According to Mr. Leinwand, “a comfort with numbers that includes estimation, mental math, numerical equivalents, a use of referents like ½ and 50%, a sense of order and magnitude, and a well-developed understanding of place value…”

- An unrelenting focus on estimation and justifying estimates to computations and to the solution of problems.
- An unrelenting focus on a mature sense of place value.
- Frequent discussion and modeling about how to use number sense to “outsmart” the problem.
- Frequent opportunities to put the calculator aside and estimate or compute mentally when appropriate.

- Read Chapters 2, 3, and 11.
- Review the Singapore Math website and find a way to incorporate the bar model in one of your lessons. Bring this with you next time.