Transcript LANGUAGE - California State University, Fullerton

USING THE LANGUAGE TO
INCREASE DEEPER
MATHEMATICAL MEANING AND
UNDERSTANDING
Armando M. Martinez-Cruz
CSU Fullerton
[email protected]
Karen Delaney
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TASEL-M Math Coach at Buena Park HS
[email protected]
Presented at
CMC South
Palm Springs, CA
Nov. 5, 2005
TASELM website:
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http://taselm.fullerton.edu
Outline of the Presentation
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Introduction and Welcome
Math problem in a small group
Teacher experiences
Math graffiti
Sentence strips
Vocabulary worksheet
Questions and Conclusions
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Small group work:
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• A man buys 3-cent stamps and 6 [cent]
stamps, 120 in all. He pays for them with a
$5.00 bill and receives 75 cents in change.
Does he receive the correct change?
• A) Would 76 cents change be correct?
Would 74 cents change be correct?
• (Posamentier & Salkind, 1996, 3-14)
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Directions
• Create a group of 4 from different teaching levels
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• Introduce yourself to your group
• Read the problem
• Read the problem again and underline key vocabulary
words
• Have each group member share the definition and an
example of an underlined word (If you can’t define a
word, ask your group for help)
• Paraphrase what the problem is asking
• Solve the problem by at least two methods
• Present solutions
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Teacher Experiences:
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• Jigsaw to use students as experts
• Accountability for each other
• Multiple approaches to the same problem to
reach all students
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Math Graffiti
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• Clues to help students remember the
meaning of the word or symbol
• Examples from teachers
• Select a word from Algebra or Geometry
and create a visual to represent the word
• Student participation
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Creater than
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x2
-10
-5
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The solution includes all the numbers larger than 2
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ess than
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x4
-10
-5
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• The solution includes all the numbers less than 4
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ero Slope
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• Horizontal lines have zero slope
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-2
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Sentence Strips
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• From words to mathematics
• An activity with strips
• Example:
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Four times the sum of a number and one is five.
Four times a number plus one is five.
Your turn:
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• The sum of two numbers is twenty. The
difference of the same two numbers is four.
Find the two numbers.
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Vocabulary worksheet
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• Pass out handout and illustrate
• Example: Equivalent
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Questions and Conclusions
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