Transcript Powerpoint for Parent Night (2 hours)

WHY IS MATH
TAUGHT
DIFFERENTLY
Who is in the room?
1.
2.
Parent/Teacher/Caregiver
of….(grade levels)
School district (county or
independent)
How many of you LOVE math?
Math was your FAVORITE
subject…
Are you confident in your
mathematical thinking?

Why do we care about how math is
taught?
Elementary Standard:
Please do not blurt
your response.
Add 38 + 37
(without paper)

Number Talk in Action: Grade 3
What do the standards say?
Grade 3 Math Standard
Number and Operations in Base Ten (3.NBT)
Use place value understanding and properties of operations to
perform multi-digit arithmetic.
1.
Use place value understanding to round whole numbers to the
nearest 10 or 100.
2.
Fluently add and subtract within 1000 using
strategies and algorithms based on place value,
properties of operations, and/or the relationship
between addition and subtraction.
When does math stop
making sense?
What do you remember about
fractions?
Make a list at your table of
what you know about
fractions…and what you
remember learning about
fractions
Try this problem:
Estimate the answer:
12/
7/
+
13
8
A) 1
B) 2
C) 19
D) 21
E) I don’t know.
10
Kentucky Department of Education
National Assessment of Educational Progress (NAEP)
results show an apparent lack of understanding of
fractions by 9, 13, and 17 yr olds.
Estimate the answer:


12/
7/
+
13
8
Only 24% of the 13-yr-olds responding chose
the correct answer, “2”.
55% selected 19 or 21
 These
students are operating on the fractions without
any understanding of the math.
Results from the 2nd Mathematical Assessment of the
National Assessment of Educational Progress
11
Kentucky Department of Education
12
Children’s Ideas about
Fractions:

Show me where ½ could be on the
number line below:
Why do students
sometimes choose
this part of the
number line?
0
1
2
Kentucky Department of Education
3
13
Children’s Ideas about Whole
Numbers:

3>2
1=1

So…how can it be that 1/3 > ½ ?

ALWAYS.
ALWAYS.
Kentucky Department of Education
14
When students can’t ‘remember’ a
procedure, they resort to performing any
operation they know they can do…
•
•
•
•
•
•
Estimate the answer:
A) 1
B) 2
C) 19
D) 21
E) I don’t know.
12/
13
+ 7/8
Kentucky Department of Education
15
…instead of making sense of the
numbers they are attempting to
add.
Kentucky Department of Education
Perhaps you’ve seen this reasoning…
16
1/
2
+ 1/3 = 2/5
 If
students have an understanding of the
value of the fractions on a number line, or as
parts of a whole, then they can argue the
unreasonableness of this answer.
Kentucky Department of Education
FRACTION
MANIPULATIVES
17
Kentucky Department of Education
18
Learning Activity:
Fraction Circles
The white circle is 1. What is the value
of each of these pieces?
1 yellow
3 reds
1 purple
3 greens
Now…change the unit:
The yellow piece is 1.
What is the value of
those pieces?
Kentucky Department of Education
19
Learning Activity:
Using Counters
Eight counters equal 1, or 1 whole.
What is the value of each set of counters?

1 counter
2 counters
4 counters
6 counters

12 counters



Now, change the unit:
Four counters equal 1.
What is the value of each set of
counters?
Kentucky Department of Education
20
Learning Activity:
Number Lines
Kentucky Department of Education
Confusing Procedures…

2/3 x 1/2
Grade
Required Fluency
Add/subtract within 5
K
Add/subtract within 10
1
2
3
4
5
Add/subtract within 20 (mental strategies)
Add/subtract within 100 (strategies)
Multiply/divide within 100 (strategies)
Add/subtract within 1,000 (strategies)
Add/Subtract multidigit whole numbers
(standard algorithm)
Multidigit multiplication (standard algorithm)
Ways to think and talk about math
 Learn different ways to approach problems
by asking questions
 Look for patterns
 Use different tools strategically
 Students find many paths to the right
answer.
 Students learn to compare and collaborate
with their peers and teacher to make sense
of what they are learning and apply it in
creative, real world ways.

Explain their thinking
 Work well with others
 Be resourceful when new or unknown
problems arise
 Not “because my teacher told me to do
it this way, Instead “let me explain it to
you in my own words”


www.learnzillion.com

www.jennyray.net

www.corestandards.org