get ‘ em involved: problem solve

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Get ‘ em Involved: Problem Solve. - PowerPoint PPT Presentation

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Get em Involved: Problem Solve

One of the worlds top mathematicians, Laurent Schwartz, reflected in his memoir that he was made to feel unintelligent in school because he was the slowest math thinker in his class. But he points out that what is important in mathematics is to deeply understand things and their relations to each other. This is where intelligence lies. The fact of being quick or slow isn't really relevant. It is fortunate for Schwartz, and all of us, that he did not grow up in the speed and test-driven classrooms of the last decade that have successfully dissuaded any child that thinks deeply or slowly from pursuing mathematics or even thinking of themselves as capable.

Get em Involved: Problem Solve

History Problem Solving/Testing

Importance of Mindsets

Creating a Problem Solving Atmosphere

Ideas (Links) for activities

Get em Involved: Problem Solve

One Constant

involved

contrary to testing

My History

Traditional Teaching

Show me how

Learned Hands On in college

education not math classes

Student taught traditional

UI, CI, CC, UC

1st job 6 classes traditional

Nekoosa to teach math traditional

Green Lake

new ideas and activities (deviate from the book)

Math Standards

Get em Involved: Problem Solve

Moved up

Pretest

Think about what I was doing

Taught to the test

Got them to perform

Had to show them first

Found out I was UI and now I was CI

Teaching for Understanding

Sometimes I feel like I am being asked to be CI by teaching to the test.

Mindsets

Im good/not good in math.

Intelligence is static and leads to a desire to look smart so therefore a tendency to:

Challenges

avoid challenges

Obstacles

give up easily

Effort

see effort is fruitless or worse

Criticism

ignore useful negative criticism

Success of others

feel threatened

Fixed Mindset

Intelligence can be developed

leads to a desire to learn and therefore a tendency to . . .

Challenges

embrace challenges

Obstacles

persist in the face of setbacks

Effort

see effort as a path to mastery

Criticism

learn from criticism

Success of others

find lessons and inspiration in the success of others

Growth Mindset

Not about the book you use, its how you use it CMP

Figure out? Find own shortcuts and patterns.

Fraction pieces from Fraction Factory

Cannot be afraid to make mistakes

Goal is NOT to Get a Grade

Goal is to Learn and Understand Math

Group/Partner work

We try to figure stuff out - answers are often posted

We do problems on our own and compare

Fun to learn new stuff

When you tell them How, the thinking process stops

Doesnt mean you never tell them how

If you do, get them to tell others

Effort Determines Success

Build a Problem Solving Atmosphere

Introduction to Problem Solving

Guess a number

There are 350 pebbles in a jar. There are 50 more black pebbles than there are white pebbles. How many white pebbles are there?

Sometimes you have to get it wrong before you get it right.

The Problem Solver

Build a Problem Solving Atmosphere

3 Act Math

Act One

What question do you have?

Act Two

What information do you need from me?

Act Three

Solve it

Penny Problem

http://mrmeyer.com/threeacts/pyramidofpennies/

Build a Problem Solving Atmosphere

Nanas Chocolate Milk

Pyramid of Pennies

Act One

What question do you have?

Act Two

What information do you need from me?

Act Three

Solve it

Messing with Numbers (Number Talks)

In place of Timed Tests

Memorizing is the only way

Ask How

Doesnt mean never

Computation : 198 + 479 Find as many ways as possible

Will do right to left like paper and pencil

L to R

Add 200 and subtract 2

round both then adjust

Move 2 from 479 to 198

600/4, 12x5 (6x10)

How many different ways can you do these?

Whole class, partner, and groups

Build a Problem Solving Atmosphere

Messing with Numbers (Number Talks)

Build a Problem Solving Atmosphere

InputOutput12374567158100x

LOGO (Be the turtle)

Polygon Activity

Groups: Turtle make triangle

fd 5, rt 60, fd 5, rt 60 fd 6 rt 60

Intro to programming or coding

Make polygons, initials, and a house

Plan, write program, try it, debug

Online and/or download from UCB

Hour of Code

Puzzle Tables

Handout

Create them (computation, fractions, decimals, algebra)

24 cards

Build a Problem Solving Atmosphere

What is Algebra?

Letters for numbers

Symbols for numbers

Variables

Math for really smart people

Equations

Boring, frustrating

Extreme math, math on steroids

Introduction to Algebra

Border Problem (Marilyn Burns)

Pastures (Beginning Algebra Thinking)

Puzzle Tables

Number Talks (Input, Output)

Build a Problem Solving Atmosphere

The Border Problem

How many squares are shaded?

(4x10) 4

10+9+9+8

100-64

10+10+8+8

(2x10)+(2x8)

4x9

EdgeShaded384125166201036100396n(n-1) x 4

Pastures

Puzzle Tables

Number Talks

InputOutput1234?567208100x

What is the output for 4 and how did you get it?

Coin Flip Activity

Figure out using manipulatives

Build a Problem Solving Atmosphere

20

Mathalicious

Kids create videos

Willing to spend time

Teaching Videos

long division using manipulatives

Taste Test commercials

Build a Problem Solving Atmosphere

If you allow kids to create, they must solve problems.

How to Teach Math

(MOOC) Massive Open Online Course

40,000 students

Phoenix Park and Amber Hill Schools Study

Traditional and Problem Based

Better problem solvers and test takers

SO . . . If you are told You need to teach to the test, so then, according to the data, you must stop teaching to the test.

Build a Problem Solving Atmosphere

eric_peterson@nekoosa.k12.wi.us

Get em Involved: Problem Solve

Get em Involved: Problem Solve

One of the worlds top mathematicians, Laurent Schwartz, reflected in his memoir that he was made to feel unintelligent in school because he was the slowest math thinker in his class. But he points out that what is important in mathematics is to deeply understand things and their relations to each other. This is where intelligence lies. The fact of being quick or slow isn't really relevant. It is fortunate for Schwartz, and all of us, that he did not grow up in the speed and test-driven classrooms of the last decade that have successfully dissuaded any child that thinks deeply or slowly from pursuing mathematics or even thinking of themselves as capable.