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##### Math and Thinking Maps

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**Math and Thinking Maps**Presented by: Bonnie Jones bjones1@aisd.net August 3, 2006**What do you hope to walk away with today?**Why did you choose this session?**Thinking and Math**What type of thinking occurs daily in math? Thinking done in math class**Thinking maps represent 8 thought processes.**Look at your list of thinking…match maps to the thinking that students do in math class. Thinking in Math Class Circle Tree**Activities--Circle Map-brainstorming, defining***What do you know about ______ ? ***Activities-Double Bubble Map-like a Venn**diagram--compare/contrast *Greatest Common Factor/Least Common Multiple *compare geometric figures/shapes *compare terms: perimeter/area**Activities-Tree Map-categorize, sort, organize***Sorting--measurement activity--in., ft., yd. *Sort: geometric figures/shapes *Sort word problems: add, subtract, multiply, divide, multi-step *Sort: prime numbers, composite numbers, odd numbers, even numbers **Remember: pictures, words, or both**Activities-Brace Map-analyze, break into parts**18. When Maggie went to her sister’s graduation, she saw that 300 students were graduating. Maggie noticed that equal numbers of graduating students were seated in 5 different sections of the auditorium. How many graduating students were seated in 1 section? From: www.tea.state.tx.us 4th gr math 2004**Activities-Brace Map-analyze, break into parts**When Maggie went to her sister’s graduation, she saw that 300 students were graduating. Maggie noticed that equal numbers of graduating students were seated in 5 different sections of the auditorium. How many graduating students were seated in 1 section?**Activities-Brace Map-analyze, break into parts**300 students equal numbers 5 different sections How many graduating students were seated in 1 section?**Activities-Brace Map-analyze, break into parts**300 divided by 5 equal parts =_______**Activities-Flow Map--Sequence**Have students break down the steps in answering math problems… What do you do first, second, third, and so forth…**Activities-Multi-flow Map--cause/effect**48 *1 Making 48 56-8 32 + 16 96/2**Activities-Bridge Map--Analogy/relationships**19. Hal used this table to find the total prices of different numbers of tickets to a basketball game. (Table is included in the actual problem…I put the info in a bridge map). 20 10 15 5 $15 $45 $30 $60 What is the RELATING FACTOR? Based on the information in the table, how would Hal find the price of 1 ticket? A Multiply the number of tickets by 5 B Add 3 to the number of tickets C Subtract the number of tickets from the price of tickets D Divide the price of tickets by the number of tickets From: www.tea.state.tx.us 4th gr math 2004**Your turn……**With a partner: *Decide on a math concept you might teach or a problem a student might encounter *What thinking map would you model or expect students to use? *Use chart paper to make your map