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Math at Paine Intermediate We’re on the r ight p ath, s o w e s tay the course. August 2012. Our Destination Goal for Today. Objectives for Today. Discuss MET21 & how we stay the course. How we develop 21 st century skills. What our students are saying. MET21 Components.
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Math at Paine Intermediate We’re on the right path, so we stay the course. August 2012
Our Destination Goal for Today Objectives for Today • Discuss MET21 & how we stay the course. • How we develop 21st century skills. • What our students are saying.
MET21 Components Investigations Math Congress Mini-Lessons Number Talks Math Menus Practice Assessments Invitational Groups Students travel at different speeds and follow different paths.
How do we know we are moving in the right direction? • Research supports what we are doing. • We are developing necessary 21st century skills. • ARMT Results • What our students are saying
21st Century Skills Collaborate Communicate Reading Creativity & Innovation Critical Thinker Writing Arithmetic
How we Develop these Skills through our MET21 Components Collaborate Each group will report on one of the following and how we are developing 21st century skills through that instructional method. • Investigations • Math Congress • Math Menu • Number Talks Communicate Critical Thinker Creativity & Innovation
Student Math Survey – May 2012 Categories • August 2012, December 2012, May 2012 Positive & Negative Experiences Engagement Strengths & Weaknesses Anxiety Confidence
Student Survey Comments A positive experience I had in math was …
Positive Experiences – Grade 3 • We did a turkey dinner activity and it was really fun. • I had a great experience with math menu • I learned that you can check a multiplication problem with division. • I liked the math menus because I had a good time trying to solve them. • Learning about the t-chart • On 5/17/12 I did a math problem my teacher had never seen and she said she was going to show a 4th grade teacher.
Positive Experiences – Grade 3 • Solving a hard math problem • Cutting a cheese sandwich & eating it • I shared a strategy during number talks. It made me feel smart. • It makes me happy when the principal comes in and looks at my work and takes pictures. • I like the number talks because I usually know the answer. • This year I thought I could not regroup but then I tried it and I could do it. • Finished all my multiplication facts • Doing new things
Positive Experiences – Grade 4 • The investigations are like a mystery and you get to solve it in groups which makes it even better. • I loved math menu because I loved being challenged all the time. • I like the way they teach math here a lot. It helps me a lot more than my past schools and tutors. • Doing investigations with partners. • I got to present in Math Congress. It was so much fun and I felt like I was a teacher and it made me feel good! • When we did Muffles Truffles.
Positive Experiences – Grade 4 • My good experience is when we did the cookie boxes. • I think I did best in math menu and investigations. • When I discovered the open area model • The t-chart method helped me • Working with my friends on menu • I reeeeeaaaallllly like the fun investigations!!!! They keep me involved because they have real life problems that we need to solve. • When we do challenge problems
Positive Experiences – Grade 5 • I liked the Jim & the Beanstalk investigation. • The Order of Operations Menu (the one with taco shells and Jesse’s job, etc.) • When we made PowerPoint's on algebra. It was fun & something new. • Math menu gave me a challenge. • Going to Target to do math • I liked doing the box experiment! • When we got to make a building out of a box and had to find the volume and the surface area
Positive Experiences – Grade 5 • Legs & stools math investigation • When we did Picture me in Trussville • I like table competitions. • Math intervention has helped me. • Several challenging pattern menu problems and it took me awhile to figure out…Finally, though I realized it was very simple and I felt confident. • When we did number talks, my teacher would choose a series of problems that were connected to each other. So, we learned how to make connections in math.
Ten Minute Panel Discussions • 5th Grade Math Menu • 4th Grade Math Investigations • 3rd Grade Co-teaching Experience with The Big Dinner Investigation
Math Menu 5th Grade Teachers
Constructivist Investigations 4th Grade Teachers
Investigation Co-Teaching Experience 3rd Grade Teachers
Number Talks - Discussion • The Impact of Number Talks • Value of Visual Representation
Staying the Course Number Talks Investigations Congress Menu Mini-Lessons Assessment Small Group
Sometimes we will have to detour… Common Core
As long as we stay the course, and travel it together, the future of our students will be bright!
Our Destination Goal for Wednesday Objectives for Today • Writing in Math • Discuss Implementation Plan for the Common Core Standards • ARMT Results
Please complete the reflection sheet and turn in before you leave. Did anything surprise you about the student survey results? If you taught math last year, what was your most significant accomplishment(s)? Based on reflection and/or discussion today, is there anything you would like to change/improve on? What can I do to best support you this year?
Objectives for Today Our Destination Goal • Writing in Math • Discuss Implementation Plan for the Common Core Standards • ARMT Results
Writing in Math Mathography – Ann Bettis Problem Solving – Mary Elaine Williamson
What is a Mathography?It’s an autobiography describing your experiences in math.
1. Write down some of the early math accomplishments that you remember from when you were little. For instance, when and how did you learn to count? How old were you when you could first count to one hundred? Who taught you? How did they teach you? Did you "show off" this new talent to others? 2. When you were in first, second, or third grade what did you like about math? What didn't you like about math at that time? 3. What do you remember about learning to add and to subtract? Which did you think was more fun? Why did you like that one better? 4. What was your teacher's name in first, second, or third grade? What kind of teacher was he or she in regard to teaching mathematics? 5. Did you have any "tricks" you used to remember adding or subtracting? Mathography Prompts
6. In what ways is adding and subtracting important? 7. Was math ever your favorite subject? ______ If so, when was it? What about math made it your favorite? If math has never been your favorite subject, what about it do you not like? 8. From your experience, do you think boys or girls tend to like math better? What makes you think this? 9. Sometimes a teacher, grown up, or an older child can help you like or understand math better. Did that ever happen to you? If so, tell about it. If not, tell about how that would have made a difference for you. 10. Sometimes people can recognize a time when their opinion of math dramatically changed either for the better or the worse. If such a time happened for you or for a friend of yours, tell about it. If you did not experience such a thing, tell about your steady feelings about mathematics. Mathography Prompts
11. Lots of times students think what they learn in math is only for the classroom and is really not of much use outside math class. Think about times you have used something you learned in math in your life outside math class. List some of those times when you used math outside of school. 12. What year in school was math the best for you? What made it a good year in terms of math? 13. What year in school was math one of the worst for you? What made it a bad year in terms of math? 14. If you were in a lengthy conversation about math or math class with friends of yours, what would be some of the things you would say? What would be some of the things they would say? 15. Draw a picture of you and the idea of mathematics. 16. Draw a picture of all you know about mathematics. Mathography Prompts
Sample Question SampleQuestion Four members of the Johnson family took a trip from Pittsburgh to Harrisburg, a distance of 221 miles. It took them 4 hours and 15 minutes to make the trip. The car required 13 gallons of gasoline at $1.25 per gallon. The turnpike toll was $6.50, and they spent $12.84 for food. What was the average cost per mile based on the total expenses of gas, food and tolls for this trip? Four members of the Johnson family took a trip from Pittsburgh to Harrisburg, a distance of 221 miles. It took them 4 hours and 15 minutes to make the trip. The car required 13 gallons of gasoline at $1.25 per gallon. The turnpike toll was $6.50, and they spent $12.84 for food. What was the average cost per mile based on the total expenses of gas, food and tolls for this trip?
The Work The Work 1) $1.25 X 13 gal = $16.25 2) $16.25 + $6.50 + $12.84 = $35.59 3) $35.59 221 mi $0.1610407 4) $0.16 per mile ) $1.25 X 13 gal = $16.25 2) $16.25 + $6.50 + $12.84 = $35.59 3) $35.59 221 mi $0.1610407 4) $0.16 per mile
Explanation 1) I multiplied the price of gas and the number of gallons TO GET the total cost of gas. 2) I added the cost of gas, food and tolls together TO FIND the total cost of the trip. 3) I divided the total cost of the trip by the number of miles and I FOUND the cost per mile. 4) SINCE I had many decimal places, I rounded to the hundredth BECAUSE I wanted money. My answer is 16 cents per mile. The Final Product The Final Product Work 1) $1.25 X 13 gal = $16.25 2) $16.25 + $12.84 + $6.50 = $35.59 3) $35.59 221mi $0.161041 4) $0.16 per mile Explanation 1) I multiplied the price of gas and the number of gallons TO GET the total cost of gas. 2) I added the cost of gas, food and tolls together TO FIND the total cost of the trip. 3) I divided the total cost of the trip by the number of miles and I FOUND the cost per mile. 4) SINCE I had many decimal places, I rounded to the hundredth BECAUSE I wanted money. My answer is 16 cents per mile.
Let’s Try It! • Work with your group on one of the following problems. Solve using the t-chart format. Place the work/calculations on the left side and your math explanation on the left. See if you can write the math explanation without using any numbers. • Present work to whole group.
