Meaningful math tasks
- 1. Meaningful Math Tasks Wakefield Elementary School Early Release November 8, 2013
- 2. Goals: Examine the components of meaningful math tasks and the connection to the Standards for Mathematical Practice Reflect upon math instructional practices taking place in your classrooms to set goals Determine your next steps
- 4. No Big Gulp in the Big Apple? http://www.salon.com/2013/03/12/new_york_can_continue_to_guzzle_its_big_gulps/
- 5. Turn and Talk Do you agree with Mayor Michael Bloomberg -- Should the sales of soft drinks be limited to 16 ounces or less?
- 6. www.nyc.gov
- 7. How many packets of sugar are in a 20-oz. Coke? http://4.bp.blogspot.com/_sOWDSgqv7Lk/SvZcDFobhrI/AAAAAAAAABU/6lyEcGyHGBU/s320/sugar.jpeg http://productnutrition.thecoca-colacompany.com/images/packagings/KO%2020%20oz.jpg
- 8. Making Conjectures How many packets of sugar do YOU think are in a 20-oz. Coke? Give an answer you know is too high. Give an answer you know is too low. What information do you need to solve?
- 9. How many packets of sugar are in a 20-oz. Coke? Be sure to explain your reasoning in 2 ways: • Manipulatives • Computations • Pictures • Words
- 12. Share Your Work Explain your reasoning!
- 13. Grams of Sugar in a Coke A 20 oz. Coke contains 65g of sugar = 1g of sugar
- 14. Grams of Sugar in a Packet A packet of sugar contains 4 grams of sugar = • Where do you go from here?
- 15. Now What?! How many packets are in 65 grams? 16 packets, 1g left over
- 16. Constructing Viable Arguments Let’s reflect back to the original question: Should the sales of soft drinks be limited to 16 ounces or less?
- 17. Constructing Viable Arguments Choose ONE of the following: Write a letter to the editor for or against the sale of large soft drinks. Create a television commercial for or against the sale of large soft drinks. Create a campaign slogan/speech for or against the sale of large soft drinks.
- 18. Making Connections Standards for Mathematical Practice 1. Make sense of problems & persevere in solving them 2. Reason abstractly & quantitatively 3. Construct viable arguments & critique the reasoning of others 4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to precision 7. Look for & make use of structure 8. Look for & express regularity in repeated reasoning
- 19. Task Reflection How are these different? http://www.kidslearningstation.com/math/division-remainders.asp
- 20. Meaningful Mathematical Tasks How do we move from a culture of “answer getting” to one of “learning the mathematics?” * Who’s doing the talking and who’s doing the math? * -Cathy Seeley, former President of NCTM
- 23. Components of Math Tasks Useful mathematics Allows teacher to assess understanding Promotes conceptual development Higher level thinking & problem solving Multiple entry points Relevance & Application Various pathways & solutions Makes connections of math concepts Encourages discourse & collaboration Useful mathematics -The NCTM Brief, April 2010
- 24. What about EOGs? What is the area of this rectangle? What are the dimensions of the rectangles that can be made with a perimeter of 30? Which rectangle results in the greatest area? How do you know? What do you notice about the relationship between area and side lengths? http://sampleitems.smarterbalanced.org/itempreview/sbac/index.htm
- 25. Jigsaw The Value of Challenging our Students (1) Spoon-Feeding our Students (2) The Need for Complexity (3) Constructive Struggling (4)
- 26. Constructive Struggling Perhaps the way to help them most both in terms of success and attitude, lies in the counterintuitive notion of finding the right level of struggle or challenge – a level that is both constructive and instructive. The business community tells us the ability and willingness to tackle a problem that is not easily solved is one of the most important traits of a well-educated adult in the 21st century. If we do our job well and make students think just a little harder, we can prepare them to take on some of the most difficult problems we face today as well as the unknown problems we are likely to face tomorrow. -Cathy Seeley, author of Faster Isn’t Smarter: Message About Math, Teaching and Learning in the 21st Century
- 28. Next Steps
Editor's Notes
- #5: Introduction/Background:Mayor Michael Bloomberg would like to institute a law that would limit the sale of sugary soft drinks to 16 ounces or less.
- #7: http://threeacts.mrmeyer.com/sugarpackets/act1/actone.mov
- #9: On post it note
- #10: This will be your task to complete with your group.Maniplulative bags
- #13: Participants share their work
- #14: http://productnutrition.thecoca-colacompany.com/products/coca-cola http://www.dominosugar.com/sugar/sugar-packets
- #23: The butterfly method, like other short-cuts or tricks, does not help students understand the math. It promotes ANSWER GETTING instead of UNDERSTANDING or LEARNING the math.
- #24: Components of Worthwhile Tasks:The problem has important, useful mathematics embedded in it.The problem requires higher-level thinking and problem solving.The problem contributes to the conceptual development of students.The problem creates an opportunity for the teacher to assess what his/her students are learning and where they are experiencing difficulty.The problem can be approached by students in multiple ways using different solution strategies.The problem has various solutions or allows different decisions or positions to be taken and defended.The problem encourages student engagement and discourse.The problem connects to other important mathematical ideas.The problem promotes the skillful use of mathematics.The problem provides an opportunity to practice important skills.
- #27: Share example of observation of teacher who told students to ignore the grid on the Alignment Lesson.More information can be found at: http://education.illinois.edu/smallurban/chancellorsacademy/documents/FasterIsntSmarter_CathySeeley.pdf
- #28: https://www.youtube.com/watch?v=KdxEAt91D7k