Creating Math Arg 5_1_15 *pubilc
- 1. Constructing Mathematical Arguments Jana Banks Karen Brown Lucy Marincel
- 2. Purpose - Students were explaining their thinking but it felt like something was missing. - How can we support students to push past the word “efficient?”
- 3. Purpose • What could help students construct viable arguments and critique the reasoning of others (SMP.3)? • How can we make the “prove it” more natural?
- 5. Mathematical Statements • Statements we tried on: – When you add, you can take an amount from one addend and give it to the other without changing the sum. – The equal sign means the answer comes next. • As you watch these videos, think: – How are students trying to prove their thinking? – What student moves support SMP.3?
- 6. When you add, you can take an amount from one addend and give it to the other without changing the sum. *Audio clips of students have been removed.
- 7. When you add, you can take an amount from one addend and give it to the other without changing the sum. *Audio clips of students have been removed.
- 8. Modeling of an Argument The equal sign means the answer comes next. What do you notice? Wonder?
- 9. Supporting SMP.3 • How are students trying to prove their thinking • What student moves support SMP.3? • A few moves our students have already combed out that help convince others: – Examples – Counterexamples – Describe what is happening without using numbers – Background information • Other thoughts?
- 10. Try it out! • Please choose geometry and/or fractions. The point isn’t to rush but to develop rich arguments and try to convince your partner if and when you disagree. • Work with a partner and decide where to tape your statement. • Feel free to write all over your paper! • Note: This work is messy! We may not know if we are right or wrong.
- 11. Think back to standards • How does this work support SMP.3? – Create viable arguments and critique the reasoning of others. • How does this work support SMP.4? – Model with mathematics. • How does this work support SMP.7? – Look for and make use of structure.
- 12. Teachers as Learners • How did this feel? • What struggles did you have? • What statements were tricky? Easy? • What helped you to support your opinion?
- 13. Reflections • How could this be used in your classroom? • What are you excited about? • What did you notice about your own thinking? • What did you notice about your partner’s argument? • What are you still wondering about? • What are you curious about? • Can this concept be used in other content areas?
- 14. Resources • There is a crowd-sourced list on Google Drive of Elementary Always, Sometimes, Never statements. I can share with you! • Includes resources of how other teachers are implementing this work in their classrooms. • Jana Banks • Karen Brown – karen.brown.dcps.4@gmail.com (send emails here for resources) – Twitter: @kiby33 • Lucy Marincel