don’t be so symbol minded problem solving, reasoning, and sense making in the core standards...
TRANSCRIPT
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Don’t Be So Symbol Minded Problem Solving, Reasoning, and Sense Making in
the Core Standards Environment
Jim RubilloJim [email protected]@verizon.net
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An Important Notice
The opinions expressed in this presentation are solely those of the presenter.
They are offered for your consideration and reflection.
They are aligned with the speaker’s lifelong motto:
“Seldom right, but never in doubt.”
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What Do You See?
A List of Specific Content Skills
or
A Plan with a Purpose?
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Primary Purpose of the Endeavor!
Ensuring
College and Workforce Readiness
for ALL Students
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While You Are Teaching Them Math, Teach Them … (Judy Spitz, CIO, Verizon)
How to see the big picture. How to see the forest for the trees.
How to be good at story telling. Understand the difference between leadership
and power. “Leadership is the ability to get people to move in a
consistent direction when you have no power over them.”
Think non-linearly, but execute in a linear fashion.
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These Standards endeavor to follow such a design, not only by stressing conceptual understanding of key ideas, but also by continually returning to organizing principles such as place value or the laws of arithmetic to structure those ideas.
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1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the
reasoning of others.4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated
reasoning.
Standards for Mathematical Practice
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SHOW ME!
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What is PROBLEM SOLVING?
Engaging in an activity for which the method of solution
is not known in advance.
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A Problem for You!
Prove that NO number in the following “Fibonacci-Like” sequence is divisible
by 5:
1, 3, 4, 7, 11, 18, 29, 47, 76, 123, 199, 322, 521, 843, 1364, 2207,
3571, 5778, 9349, 15127, 24476, 39603, 64079, 103682, . . .
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A Fundamental Example
I have quarters, dimes, and nickels in my pocket. If I take three coins out of my pocket, how much money could I have in my hand?
15 cents75 cents20 cents25 cents30 cents35 cents40 cents45 cents50 cents55 cents60 cents65 cents70 cents
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Solve the following using only the numerals used in our base ten number system: 0,1,2,3,4,5,6,7,8,9
In the equation:
The same letter stands for the same digit and different letters stand for different digits. There are no repeated digits. There are ten letters and ten digits.
What is the value of the product ?
E I G H TT W O
F O U R
T H R E E
Solution: F, O, U, and R can not equal zero, why? The value of T must equal zero, why? The values of E, I, G, H, F, O, U, R, and W can scramble the values 1,2,3,4,5,6,7,8,and 9.
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Basic Skills are important, but so is the understanding when it is useful!YES, we want a 4th grader to know
how to correctly complete:
4 26
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But, can you think of four unique situations where knowing how to
compute
would be useful to a 4th grader?
6 R2 6.54 26 or 4 26
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Situation A: There are 4 students and 26 cookies.
If the cookies are equally divided among the students, how many
cookies should each student receive?
26 4 = ?
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Situation B: You have 26 quarters. You go to the bank and ask the teller to swap your quarters for $1 bills. How many one
dollar bills will you receive?
26 4 = ?
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Situation C: There are 26 students going on a
class field trip. We are driving to the site in cars. We can place a
maximum of four students in each car. What is the minimum number of
cars required for the field trip?
26 4 = ?
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Situation D: There are 26 students in a
classroom. The teacher wants to arrange the students’ into four rows? How many students are in each row?
26 4 = ?
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Is the “Standard” Algorithm Just a Set of Rote Procedures?
124 x13 72 24__ 312
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Why Does It Work?
20 + 420 + 4
x 10 + 310 + 3
1212
6060
4040
+ 200+ 200
312312
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An Alternate Algorithm?
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The Link to Area
24
x 13
1212
6060
4040
+ + 200200
312
3 10
20
4
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The Far Too Typical Experience!
1. Here is an equation: y = 3x + 4
2. Make a table of x and y values using whole number values of x and then find the y values,
3. Plot the points on a Cartesian coordinate system.
4. Connect the points with a line.
Opinion: In a student’s first experience, the equation should come last, not first.
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Situation 3:The Mirror Problem
Parts
Corner
Edge
Center
A company makes “bordered” square mirrors. Each mirror is constructed of 1 foot by 1 foot square mirror “tiles.” The mirror is constructed from the “stock” parts. How many “tiles” of each of the following stock tiles are needed to construct a “bordered” mirror of the given dimensions?
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The Mirror Problem
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The Mirror ProblemMirror Size
Number of2 borders tiles
Number of1 border tiles
Number ofNo border tiles
2 ft x 2 ft
3 ft x 3 ft
4 ft x 4 ft
5 ft x 5 ft
6 ft x 6 ft
7 ft by 7 ft
8 ft by 8 ft
9 ft by 9 ft
10 ft x 10 ft
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The Mirror ProblemMirror Size
Number of2 borders tiles
Number of1 border tiles
Number ofNo border tiles
2 ft x 2 ft 4 0 0
3 ft x 3 ft
4 ft x 4 ft
5 ft x 5 ft
6 ft x 6 ft
7 ft by 7 ft
8 ft by 8 ft
9 ft by 9 ft
10 ft x 10 ft
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The Mirror ProblemMirror Size
Number of2 borders tiles
Number of1 border tiles
Number ofNo border tiles
2 ft x 2 ft 4 0 0
3 ft x 3 ft 4 4 1
4 ft x 4 ft
5 ft x 5 ft
6 ft x 6 ft
7 ft by 7 ft
8 ft by 8 ft
9 ft by 9 ft
10 ft x 10 ft
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The Mirror ProblemMirror Size
Number of2 borders tiles
Number of1 border tiles
Number ofNo border tiles
2 ft x 2 ft 4 0 0
3 ft x 3 ft 4 4 1
4 ft x 4 ft 4 8 4
5 ft x 5 ft
6 ft x 6 ft
7 ft by 7 ft
8 ft by 8 ft
9 ft by 9 ft
10 ft x 10 ft
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The Mirror ProblemMirror Size
Number of2 borders tiles
Number of1 border tiles
Number ofNo border tiles
2 ft x 2 ft 4 0 0
3 ft x 3 ft 4 4 1
4 ft x 4 ft 4 8 4
5 ft x 5 ft 4 12 9
6 ft x 6 ft
7 ft by 7 ft
8 ft by 8 ft
9 ft by 9 ft
10 ft x 10 ft
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The Mirror ProblemMirror Size
Number of2 borders tiles
Number of1 border tiles
Number ofNo border tiles
2 ft x 2 ft 4 0 0
3 ft x 3 ft 4 4 1
4 ft x 4 ft 4 8 4
5 ft x 5 ft 4 12 9
6 ft x 6 ft 4 16 16
7 ft by 7 ft
8 ft by 8 ft
9 ft by 9 ft
10 ft x 10 ft
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The Mirror ProblemMirror Size
Number of2 borders tiles
Number of1 border tiles
Number ofNo border tiles
2 ft x 2 ft 4 0 0
3 ft x 3 ft 4 4 1
4 ft x 4 ft 4 8 4
5 ft x 5 ft 4 12 9
6 ft x 6 ft 4 16 16
7 ft by 7 ft 4 20 25
8 ft by 8 ft
9 ft by 9 ft
10 ft x 10 ft
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The Mirror ProblemMirror Size
Number of2 borders tiles
Number of1 border tiles
Number ofNo border tiles
2 ft x 2 ft 4 0 0
3 ft x 3 ft 4 4 1
4 ft x 4 ft 4 8 4
5 ft x 5 ft 4 12 9
6 ft x 6 ft 4 16 16
7 ft by 7 ft 4 20 25
8 ft by 8 ft 4 24 36
9 ft by 9 ft
10 ft x 10 ft
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The Mirror ProblemMirror Size
Number of2 borders tiles
Number of1 border tiles
Number ofNo border tiles
2 ft x 2 ft 4 0 0
3 ft x 3 ft 4 4 1
4 ft x 4 ft 4 8 4
5 ft x 5 ft 4 12 9
6 ft x 6 ft 4 16 16
7 ft by 7 ft 4 20 25
8 ft by 8 ft 4 24 36
9 ft by 9 ft 4 28 49
10 ft x 10 ft
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The Mirror Problem
Mirror Size
Number of“Tiles”
(2 borders)
Number of“Tiles”
(1 border)
Number of“Tiles”
(No borders)
TotalNumber
of “Tiles”
2 ft x 2 ft 4 0 0 4
3 ft x 3 ft 4 4 1 9
4 ft x 4 ft 4 8 4 16
5 ft x 5 ft 4 12 9 25
6 ft x 6 ft 4 16 16 36
7 ft by 7 ft 4 20 25 49
8 ft by 8 ft 4 24 36 64
9 ft by 9 ft 4 28 49 81
10 ft x 10 ft 4 32 64 100
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The Mirror Problem
side tiles
2 0
3 1
4 4
5 9
6 16
7 25
8 36
9 49
10 64
11 81
1 2 3 4 5 6 7 8 9 10 11
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The Mirror Problem
1 2 3 4 5 6 7 8 9 10 11
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The Mirror Problem Mirror Size
Number of“Tiles”
(2 borders)
Number of“Tiles”
(1 border)
Number of“Tiles”
(No borders)
TotalNumber
of “Tiles”
2 ft x 2 ft 4 0 0 4
3 ft x 3 ft 4 4 1 9
4 ft x 4 ft 4 8 4 16
5 ft x 5 ft 4 12 9 25
6 ft x 6 ft 4 16 16 36
7 ft by 7 ft 4 20 25 49
8 ft by 8 ft 4 24 36 64
9 ft by 9 ft 4 28 49 81
8 ft by 8 ft 4 32 64 100
: : : : :
n ft by n ft 4 4(n-2) (n-2)2 n2
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7
6
5
4
3
2
1 7
0 3
0 1 2 3 4 5 6 7 8
PENCILS
ERASERS
Total Cost Table: Example 1
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7
6
5
4 28
3
2 24
1
0
0 1 2 3 4 5 6 7 8
PENCILS
ERASERS
Total Cost Table Example 2
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The Graph Tells a Story!Interpretation is More Important than Drawing
You are at the movie and you buy a cup of popcorn. The graph shows the level of the popcorn in your cup. What happened?
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You are at the movie and you buy a cup of popcorn. The graph shows the level of the popcorn in your cup. What happened?
The Graph Tells a Story!Interpretation is More Important than Drawing
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What are Today’s Big Ideas?
• Problem Solving and Reasoning should be a vital part of every mathematics lesson. “Why?” and “How do you know that?” should be the most frequently asked teacher questions.
• There are at least five ways of representing a mathematical concept. Each way can enhance and extend our understanding.
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Key to Implementing Any Set of Standards!
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1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the
reasoning of others.4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated
reasoning.
ENCORE! The Standards for
Mathematical Practice
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Keys to Implementing the Standards!
Integrate the Standards of Mathematical Practice
Collaboration/Teamwork among Teachers
Articulation through the Grades
Assessment to Improve Teaching and Learning
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8Q + 2Q = ?email: [email protected]
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The Mirror Problem
Mirror Size
Number of“Tiles”
(2 borders)
Number of“Tiles”
(1 border)
Number of“Tiles”
(No borders)
TotalNumber
of “Tiles”
2 ft x 2 ft
3 ft x 3 ft
4 ft x 4 ft
5 ft x 5 ft
6 ft x 6 ft
7 ft by 7 ft
8 ft by 8 ft
9 ft by 9 ft
10 ft x 10 ft