# Mathematics Workshop Mathematics Workshop - PowerPoint PPT Presentation

PPT – Mathematics Workshop Mathematics Workshop PowerPoint presentation | free to download - id: 3ceb83-NTZiM

The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
Title:

## Mathematics Workshop Mathematics Workshop

Description:

### Mathematics Workshop Mathematics Workshop Planning Student-Centered Mathematics Around Big Ideas Susan Muir K-4 Math Coach * Begin with the Handshake Activity. – PowerPoint PPT presentation

Number of Views:367
Avg rating:3.0/5.0
Slides: 58
Provided by: mathtechca
Category:
Tags:
Transcript and Presenter's Notes

Title: Mathematics Workshop Mathematics Workshop

1
Mathematics Workshop Mathematics
Workshop
• Planning Student-Centered
• Mathematics Around
• Big Ideas
• Susan Muir
• K-4 Math Coach

2
Planning Student-CenteredMathematics
Instruction
• Beginning with the end in mind

3
Agenda
• Handshake Activity( warm-up)
• My Role as a Math Coach
• Planning for Outcome-Based Curriculum
• Four Step Process for Backwards Design
• 1.Identify the outcomes to be learned- outcomes
indicators activity
• 2.Determine how the learning will be observed-
assessment
• 3.Plan the learning environment- creating a
mathematical classroom
• 4.Assess student learning and follow up
• Three-Part Lesson Format for Problem Based
Lessons
• Questions (wrap-up)

4
Handshake Activity
• If every person shakes hands with every other
person once, how many handshakes will take place?
• If there are 5 people in your group, how many
handshakes would occur?
• 10 people?
• 20 people?

5
Handshake Activity
• People of Handshakes
• 5 ___
• 10 ___
• 20 ___
• Strategies?

6
Strategies.
• 5 432110 handshakes
• n(n-1) of people ( of
people- yourself)
• 2 repeated handshakes
• 5(5-1)
• 2

7
Mathematics
• Mathematics is the science of pattern and order.
• We look at the worlds patterns and generalize
so we can predict the rule to apply it to other
patterns.

8
Where Do I Begin???
9
Planning for Outcome-Based Curriculum
• What is it that the student needs to know,
understand and be able to do?

10
Step One Identify the outcomes to be learned
• What are my students interested in and what do
they want to learn?
• What do my students need to know, understand and
be able to do based on the big ideas and outcomes
in the curriculum?

11
Outcomes
• Describe what students will know or be able to do
in a particular discipline by the end of the
or expand on outcomes from previous grades.

12
Indicators
• Are a representative sample of evidence that
students would be able to demonstrate or produce
if they have achieved the outcome.
• Define the breadth and depth of the outcome.

13
Planning the Year
• Curriculum Documents http//central.gssd.ca/math/?
page_id760
• Strands
• -Patterns and Relations
• -Number
• -Shape and Space
• -Statistics and Probability (Gr.3-4)

14
Goals for Mathematics
• The four goals are broad statements that identify
the knowledge, understandings, skills and
attitudes in mathematics that the students are
expected to develop and demonstrate by the end of
• Within each grade level, outcomes are directly
related to the development of one or more of
these goals.

15
Logical Thinking
• Develop and be able to apply mathematical
reasoning processes , skills and strategies to
new situations and problems.

16
Number Sense
• Develop an understanding of the meaning of,
relationships between, properties of, roles of,
and representations(including symbolic) of
numbers and apply this understanding to new
situations and problems.

17
Spatial Sense
• Develop an understanding of 2-D shapes and 3-D
objects and the relation between geometrical
shapes and objects, and numbers and apply this
understanding to new situations and problems.

18
Mathematical Attitude
• Develop a positive attitude towards the ability
to understand mathematics and to use it to solve
problems.

19
Four Strands
• Number
• Patterns and Relations
• Shape and Space
• Statistics and Probability

20
Seven Processes
• Problem solving
• Reasoning
• Communicating
• Connections
• Representations
• Mental Math and Estimation
• Technology

21
Big Ideas in Mathematics
• The Mathematical Big Ideas are important topics
that provide a focus on the mathematical
experience for all students at each grade level.
They are related ideas, skills, concepts and
procedures that form the foundation of
understanding, permanent learning and success at
higher mathematics.
• (Adapted from the NCTM Curriculum Focal
Points, 2006)

22
Essential Questions
• What makes a pattern?
• Why do we use Patterns?
• When do we use patterns?
• How do they help us in the real world?
• By answering these questions, we get the
Big Ideas

23
Big Ideas Patterns
• Mathematics is the science of patterns
• Patterning develops important critical and
creative skills needed for understanding other
mathematical concepts
• Patterns can be represented in a variety of ways
• Patterns underlie mathematical concepts and can
be found in the real world.

24
Think
• What are the prerequisites for each grade level?
• -look at the outcomes across the grade levels
• (See K-4 document Outcomes at a Glance)

25
Patterns And Relations
• Outcomes
• P2.1 Demonstrate understanding of repeating
patterns (three to five elements) by
• describing
• representing patterns in alternate modes
• extending
• comparing
• creating patterns using manipulatives, pictures,
sounds and actions.

26
Patterns And Relations cont.
• Outcomes
• P2.2
• Demonstrate understanding of increasing patterns
by
• describing
• reproducing
• extending
• creating patterns using manipulatives, pictures,
sounds and actions (numbers to 100).

27
Patterns And Relations cont.
• Outcomes
• P2.3 Demonstrate understanding of equality and
inequality concretely and pictorially (0 to 100)
by
• relating equality and inequality to balance
• comparing sets
• recording equalities with an equal sign
• recording inequalities with a not equal sign
• solving problems involving equality and
inequality.

28
Step Two Determine how the learning will be
observed
• What will the students do to know that the
learning has occurred?
• What should students do to demonstrate their
understanding of the mathematical concepts ,
skills and big ideas?
• What assessment tools will be the most suitable
to provide evidence of student understanding?
• How can I document the students learning?

29
Assessment
• Assessment should
• reflect the mathematics that all children need to
know and be able to do
• enhance mathematics learning
• promote equity
• be an open process
• promote valid inferences about mathematical
learning
• be a coherent process.

30
Assessment
• Assessment for Learning
• Assessment of Learning
• Assessment as Learning
• http//www.wncp.ca/media/40539/rethink.pdf

31
Effective Questions for Understanding
• . . . Questions stimulate thought, provoke
inquiry, and spark more questionsnot just pat
answers . . . The best questions point to and
highlight the big ideas. (Wiggins McTighe,
2005)
• The curriculum has placed an emphasis on and
provides examples of questions that engage
students in a higher level of thinking.

32
What are Good Questions?
• They require more than remembering a fact or
reproduce a skill.
• Students can learn by answering the questions,
and the teacher learns about each student from
the attempt.
• There may be several acceptable answers.
• Good Questions for Math Teaching by Peter
Sullivan and Pat Lilburn

33
Rubrics and Checklists
34
Math Journals
35
Portfolios
• Each item in a collection of work should
illustrate something important about a students
development or progress, attitude, understanding,
conceptual understanding, use of strategies,
application of procedures (procedural fluency).

36
Math Tubs for Centers
37
Math Invitation Tables
38
Carefully select your items based on the
curriculum outcome.
39
Math at Home
40
Step Three Plan the learning environment and
instruction
• What learning opportunities and experiences
should I provide to promote the learning
outcomes?
• What will the learning environment look like?
• What strategies do students use to access prior
knowledge and continually communicate and
represent understanding?
• What teaching strategies and resources will I use?

41
Creating a Mathematical Community in the Classroom
• Teacher as facilitator/inclusive classroom
• Children feel safe, valued and supported in their
learning
• As a facilitator of learning we are responsible
for creating a classroom environment that will
allow each student to experience success

42
(No Transcript)
43
Inquiry
• A philosophical approach to teaching and learning
• Builds on students inherent sense of curiosity
and wonder
• Draws on students diverse background and
experiences
• Provides opportunities for students to become
active participants in a search for meaning

44
Climate and EnvironmentCreating a Mathematical
Community in the Classroom
45
Creating the Physical Environment
• Desk Arrangement
• When students desks are arranged in a group,
the students become members of a unit and develop
a sense of belonging.

46
Floor Plan
47
Group Meeting Area
• Central to the life of any community is a group
meeting area.
• This is a place where every member gets together
to learn what it means to be part of a community.

48
Using the Meeting Area
• What do you think an effective meeting area
• LOOKS LIKE?
• SOUNDS LIKE?

49
(No Transcript)
50
Using the Meeting Area
• To introduce a new mathematical concept with a
guiding question
mathematical topic
• To share a new manipulative and explore possible
uses
• To revisit a mathematical concept to reinforce a
specific skill
• Introduce a math centre
• Discuss difficulties arising from a previous
lesson
• The show and share stage of the three part lesson
model

51
Storage of Materials
52
Math Word Wall
53
Math Word Wall
54
Using a Variety of Manipulativesfrom the
Environment
55
Math Mini Offices
56
Environment
57
Step Four Assess student learning and follow up
• What conclusions can be made from assessment
information?
• How effective have instructional strategies been?
• What are the next steps for instruction?
• How will gaps be addressed?
• How will students extend their learning?

58
How Can I Support You?
• Formal Coaching
• Work with you one on one, for a four week
block, during your scheduled math time.
• This would be Monday, Tuesday , Thursday,
Friday,
• either in the morning or afternoon.
• Workshop Wednesdays
• Every Wednesday, from 400-530 I will
facilitate a workshop in various locations
throughout the division. The topics will come
from teacher surveys.
• Work with individuals or a small group of
teachers with planning, assessment,
differentiated instruction, etc.
• Resource lending library and math manipulatives.
• Support