Gr. 2 Math Empowers Jan-Feb 2015[1] · NCTM:&Launching&a&Discourse4Rich&Mathematics&Lesson&...
Transcript of Gr. 2 Math Empowers Jan-Feb 2015[1] · NCTM:&Launching&a&Discourse4Rich&Mathematics&Lesson&...
NCTM: Launching a Discourse-‐Rich Mathematics Lesson
Math Empowers
February 13, 2015 Can you believe the 100th day is right around the
corner? There are so many great ways to celebrate the 100th day. If you are in need of a fresh way to celebrate this mathematical milestone, consider asking your students write their own math story problems involving the number 100. Challenge them to create multi-‐step problems and show their solutions with Bar Models. Can your students create three-‐part bar models? This is a great follow up activity to GO Math! Lessons 5.9 and 5.11.
Jan/Feb 2015 Middletown Public Schools Second Grade
“How can teachers implement a lesson that promotes purposeful mathematical discourse?”
In the attached article, the authors describe how teachers can implement a lesson that promotes purposeful mathematical discourse. The authors use the think-‐aloud strategy to model mathematical thinking and that develops conceptual understanding. They detail how a mathematical think-‐aloud should also be carefully constructed to set up students for rich conversations with one another about conjectures, multiple strategies, and possible multiple solutions to the tasks that will follow. This careful construction should prompt students to not only talk about their thinking but also listen to and ask questions about one another’s thinking.
Tech Spotlight: Math Slide – Addition and Subtraction App
This multiplayer game helps build math fluency using some of the models students see in Go Math! including bar models, counting objects, dice, and tens frames. Download this app on your i-‐Pad. For those developing number sense, download Math Slide 100.
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Reflection & Formative Assessment Benefits As we enter marking period three with our GO Math! Program, let’s reflect on our use of Formative Assessment. At times, you may wish to use your own problems instead of the “Quick Check” problems in the lesson. The attached research clip from NCTM confirms, “Formative assessment is any assessment task designed to promote students’ learning. These tasks give both teachers and students feedback, so that teaching and learning activities can be altered according to the results.” In other words, a formative assessment is a quick evaluation FOR Learning while a traditional summative assessment is an evaluation OF Learning.
Part Whole Model with 2 & 3 parts, Change Model with 1 & 2 steps, and the Comparison Model with 1, 2, & 3 quantities are examples of the
different types of story problems our students will encounter. Thinking Blocks (a.k.a. Bar Model) is the tool to help. Thinking Blocks teaches students how to model and solve math word problems. Visit http://www.mathplayground.com
MP3 REMINDER:
When working on GO Math! Chapter 7-‐ Money & Time, be sure to include Investigation 2 – Sessions 6 to 9 from “Coins Coupons, & Combinations” between lessons 7.4 & 7.5.
Problem of the Month Our third Problem of the Month is titled “Tri-‐Triangles” and it can be found in the Cybrary. Task Level A challenges students to determine the number of toothpicks that make up each given pattern. Be sure to read the Primary Version (which is found after level E) when planning. Also, give students the opportunity to try as many of the five levels of complexity as they wish to solve.