1 / 15

Taking a Spin Around Ratios

Deepen understanding of ratios and reflect on teacher moves to probe student thinking. Focus on Standards for Mathematical Practice. Develop strategies to solve ratio problems and uncover student thinking.

kelid
Download Presentation

Taking a Spin Around Ratios

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Taking a Spin Around Ratios MTL Meeting December 6, 2011 Hank Kepner Connie Laughlin Lee Ann Pruske Beth Schefelker Mary Mooney Rosann Hollinger

  2. Learning Intention We are learning to • deepen our understanding of ratio. • reflect on teacher moves to probe student thinking.

  3. Let’s Revisit • Capture the general tone and substance of an interaction between yourself and a student around the heartbeat problem. • Prepare a short reflection on your conversation to share at December’s meeting.

  4. Sharing Reflections • In your triad, use the Wheel of Protocol to share your reflections around your Professional Practice: 3 min/2 min • What did you find in common/unique? • Each table share one commonality or one unique aspect to their conversations.

  5. 6-12 Content Goals for 2011-2012 • Deepen our understanding of the Standards for Mathematical Practice with a focus on: #1 Make sense of problems and persevere in solving them. #3 Construct viable arguments and critique the reasoning of others. #6 Attend to precision. • Develop an understanding of various progressions of mathematics development.

  6. We will know we are successful when we can • use and justify various strategies to solve a ratio/rate problem, • recognize possible teacher moves to uncover student thinking.

  7. Five Minute Playtime

  8. Have You Discovered? • If the small gear turns clockwise, which direction does the big gear turn? Why? • If you turn the small gear a certain number of times, does the big gear turn more revolutions, fewer, or the same amount? How can you tell?

  9. Gear Up! Part I You have turned the gears until they have returned to their original position. • How many revolutions does the small gear make? • How many revolutions does the big gear make? • Find a way to keep track of the number of revolutions both gears make until they return to their original position.

  10. Shift from One Quantity to Two Quantities Students need to make a transition from focusing on only one quantity to realizing that two quantities are important.

  11. Gear Up! Part II • Some found out that when the small gear turns 5 times, the big gear turns 3 times. What are some other rotation pairs for the gears?

  12. Shift from Additive to Multiplicative Comparisons Students need to make a transition from making an additive comparison to forming a ratio between two quantities.

  13. Gear Up for Rehearsal Think back to Part I: Find a way to keep track of the number of revolutions both gears make until they return to their original position. Form pairs of teacher-student roles. Student explains their thinking while teacher asks probing questions.

  14. We will know we are successful when we can • use and justify various strategies to solve a ratio problem, • recognize and use teacher moves to uncover student thinking.

  15. Reflection As you reflect on today’s problem and the dialogs between teacher and students, how will you support a teacher in probing students’ thinking?

More Related