MCTM 2015 - Session 404: Implementing the Standards for Mathematical Practices through
Elementary Work Stations
Lacie Noe & Janet Drews-Ordiway,River School, Sodus Township #5
Lacie has served as:◦ a math and reading specialist◦ a second grade teacher for six years◦ currently teaches 4th and 5th grades combined at
River School in Sodus
◦ Janet has served as a middle school math teacher, elementary classroom teacher, building administrator, district administrator, WMU adjunct professor, children’s museum education outreach, and K-8 math intervention specialist
About us…
• Single building district• K-8 public school, established in 1862• Current enrollment: 77 students• Multi-age classrooms: • K/1, 2/3, 4/5, 6/7/8• Located in SWMI• near BH & Eau Claire
• Faculty of 8 certified teachers◦ & a business manager
About River School...
What should be included in our work stations to raise
mathematicians?
https://prezi.com/lpjpr5nbdrqn/raising-mathematicians/
-Credit to Ann Bingham, Berrien RESA Math Consultant(Want to learn more? Sign up to attend this amazing PD series at Berrien RESA!)
How do we make sure that we are effectively implementing these practices in our students’ daily
math work?
Articulate them to your students so that they are cognizant of this work as well◦ Not:
New Checklist Specifically, explicitly implemented as Obvious A secret that only teachers should know
Model them in your own work Allow students the opportunity to explore
using “you do, we do, I do, you do”
Introduction to Students
You are probably already modeling these without realizing it
They are all interconnected ◦ often pairs
Both conceptual and theoretical understanding of math in practice◦ Skills to be practiced and developed◦ How we make sense of math◦ Deeper than just giving the correct answer
Be cognizant of how you are going to engage these concepts while teaching…
There are multiple resources, such as posters that will encourage and help the students to use the practices without always reminding them.
Visuals
Students working in pairs use the dice to create a multi-step word problem. They swap the problem with another student pair who must solve it. They give each other support if they get stuck. After they have checked each other’s work they give feedback to each other regarding both the work and the problem.
#1: Make sense of problems and persevere in solving them
Make sense of numbers and relationships
Assign meaning to models & convert mathematical situations from model to numbers and vice versa
Ask students to draw a picture or use objects to represent the word problem
Ask students to write a numerical sentence from a picture or tangible model
#2: Reason abstractly and quantitatively
The student who solved the problem must explain what he or she drew and how he or she solved the problem.
#3: Construct viable arguments and critique the reasoning of others
Another student must then try to solve the problem using the explanation solved by the first student and provide feedback to that student.
#3: Construct viable arguments and critique the reasoning of others
Ask students to create problems ◦ Require them to
think about mathematical situations that occur in everyday life.
◦ Use concrete and abstract models.
#4: Model with mathematics
Do tools only mean tangible things? Provide access to manipulatives – real and virtual – and technology. Students should consider how to effectively use the tools,
pros/cons/creative uses and the limitations of each Encourage discussion by asking the students to talk about which
tool/item each selected, why, how they used it, how it helped them develop a better understanding of the math or gather accurate data/observations to solve the problem, and why this was the best tool(s) to use to solve the problem.
#5: Use appropriate tools strategically
Build in opportunities for students to check for accuracy and to be accurate
Use symbols and variables appropriately
#6: Attend to precision
Model speaking as a mathematician using appropriate vocabulary
Provide a word bank for students and require students to use at least two of the vocabulary words correctly when discussing the problem and how he or she solved the problem
How can these terms be applied to other situations/subjects/contexts?
#6: Attend to precision: Mathematical Conversations
Look for patterns and structures
Zoom out & zoom in!
See the forest AND the trees! (parts/whole)
Change your perspective!
#7: Look for and make use of structure
The students discussing how each solved the problem will help reinforce the strategy he or she completed as well as review or introduce it to another student.
One student may have used his or her fingers only to realize from another student’s explanation that a fact family could have been used.
#7: Look for and make use of structure
Look for:◦ Patterns◦ Shortcuts◦ Generalizations◦ Repeated
calculations◦ Repeated logic◦ Reasonable
conclusions & answers
#8: Look for and express regularity in repeated reasoning
Ask students to create a table to record measurements and use it to make predictions of readings greater than the limitations of measurement tool
Ask students to evaluate results to group numbers, create meaning, discover relationships
1,20,39, 72 7,11,15, 20 9,6,3,8,4,2
#8: Look for and express regularity in repeated reasoning
Keep learning, exploring, considering!
Focus on adding one practice a week or developing more practices into one of your stations every week.
Think of a manipulative you already have and how you can use it!
Start small: Building new a habit happens one day at a time
www.riverschoolk8.org
Lacie Noe, [email protected]
Janet Drews-Ordiway, [email protected]
269-925-6757
Thank you!
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