Transcript Preparing for Success in Algebra KICK

Preparing for Success in Algebra
English Language Learners in Mathematics
A Collaboration between:
 Los Angeles Unified School District
 University of California, San Diego
 San Diego State University
 University of California, Irvine
 San Diego Mathematics Project
Welcome
California Mathematics and Science
Partnership (CaMSP)
Year 2, Day 4
July 15, 2010
Slide 2
ESSENTIAL QUESTIONS
How can we assist students in conceptually
understanding place value?
 How can we introduce decimals in a tangible,
fun, and conceptual way?
 How can decimal alignment become more
visual and concrete?
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Slide 3
ESSENTIAL STANDARDS
Seventh Grade & Algebra Readiness
7NS1.2: Add, subtract, multiply, and
divide rational numbers (integers,
fractions, and terminating decimals) and
take positive rational numbers to whole
number powers
Slide 4
Frontloading Everyday Vocabulary
Flat Rod
Digit
Ones
Hundredths
Unit
Cube
Tenths
Decimal
Place Value
Slide 5
It All Adds Up
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Look at the Place Value Mats provided.
Partner A please represent 3.45 using the
base 10 manipulatives on the mat.
Partner B please represent 2.34 using the
base 10 manipulatives on the same mat.
Discuss with your partner how you could add
these two numbers. What is your strategy?
Write a brief summary of your strategy.
Slide 6
It All Adds Up
Please take some time to fill your
appointment record sheet.
 Ensure that you clarify the time and
location where you will meet. Make
note of these on your appointment
record sheet.
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Slide 7
It All Adds Up
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You will have two problems to solve for each
appointment.
Please make sure that in each problem each
person builds one of the numbers using the
base ten blocks.
On your record sheet please make a drawing
or diagram representing your physical model
and represent it numerically as well.
Slide 8
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Appointment 1:
Copy the problem on your sheet. Create a
model for each number using the base 10
blocks, draw the diagram of your numbers
on your sheet, show the numerical
representation.
 7.65
+ 4.87 =
 2.67 +35.8 =
Slide 9
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Appointment 2:
Copy the problem on your sheet. Create a
model for each number using the base 10
blocks, draw the diagram of your numbers
on your sheet, show the numerical
representation.
 28.6
+ 3.88 =
 7.65 – 2.31 =
Slide 10
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Appointment 3:
Copy the problem on your sheet. Create a
model for each number using the base 10
blocks, draw the diagram of your numbers
on your sheet, show the numerical
representation.
 4.21
- 2.71 =
 9.5 – 8. 73 =
Slide 11
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It All Adds Up
How did your strategy for using the base ten
blocks change as the problems changed?
 What was your strategy for using the base
ten blocks to represent subtraction?
 How did you tackle problems that had a
different number of digits in one number
versus the other, i.e., 39.7 + 4.83?
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Slide 12
Mathematically Speaking
Pairs Check Sums and Differences
Write your names on the top of column A or B.
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You will take turns working out problems.
As you work out your problem make sure you rewrite your
problem aligning the decimal to respect place value.
As you work out your problem explain to your partner what
you are thinking and how you are solving the problem.
The partner listening; your job is to ask questions, coach
and praise and check off the vocabulary you are using.
Go back and forth until time is called.
Slide 13
It All Adds Up
In adding decimals it is important to
________because _________________.
Adding decimals are similar to subtracting
decimals in that ____________________.
Adding decimals are different from subtracting
decimals in that ____________________.
I feel that decimals are________________ for
me.
Slide 14
Where does this task fit?
Slide 15
Task Analysis/ Debrief
How did “It All Adds Up ” develop
conceptual understanding?
 How did it foster problem solving skills?
 What are the benefits to a task of this
type and what are some drawbacks or
precautions to consider?
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Slide 16
Break
15 Minutes
Slide 17