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“Big Math Idea”

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Five Attributes of Worthwhile Tasks

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1. It focuses on significant mathematical ideas.

• Big ideas in mathematics

• Problematic (solution not apparent immediately)

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2. It is developmentally appropriate

• Ideas are within reach from both a cognitive level and from an experiential one

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3. It is contextualized.

• Situating mathematical tasks within everyday contexts

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4. It offers an appropriate level of challenge.

• Offer a cognitive challenge that requires students to make decisions and explore new ideas, and yet not be so challenging as to feel overwhelming.

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5. It encourages multiple perspectives.

• Stimulates a variety of strategies, representations, and mathematical ideas and encourages students to explain and justify their thinking.

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At your table…

• Develop a worthwhile instructional task for an inclusive 4th grade classroom based on tonight’s “Big Math Idea”.

• Justify why it is a worthwhile task.

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MPS Learning Target #1(Grade 4)

Use strategies fluently to make estimates, solve, and pose real-world problems (e.g., single and multi-step) for all operations, to compare and

rename numbers, and to find factors and multiples.

Wisconsin Sub-skill Descriptors (Beginning of Grade 5)Sub-skill B.a: Concepts1) Recognize and apply place-value concepts to whole numbers less than 1,000,000.2) Read, write, and represent numbers using words, numerals, pictures (e.g., base ten blocks), number lines, arrays, expanded forms (243=200+40+3), and symbolic renaming e.g., 243=250-7.3) Compare and order numbers less than 10,000 represented in numbers, arrays, symbols (<, >, =) and words.Sub-skill B.b: Computation10) Use all operations in everyday situations to solve single or multi-step word problems.11) Solve three- and four-digit addition and subtraction with regrouping; multiplication of two-digit by one-digit numbers; division with single-digit divisors and two-digit dividends and with two-step or mixed operation problems with single-digit numbers.

16) Determine reasonableness of answers.

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At your table…

• Read description of “C.H.”

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At your table…

• Brainstorm how you would support C.H. in order to make this a worthwhile task for him. Consider our discussion of scaffolds and tiers from our last class.