pto meeting tokeneke school math in darien elementary schools march, 2010
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PTO Meeting Tokeneke School Math in Darien Elementary Schools March, 2010. A Few Key Messages About Needed Changes in Math Education. Mastery of facts requires more than facts and procedures Students learn math with understanding - PowerPoint PPT PresentationTRANSCRIPT
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PTO Meeting Tokeneke School
Math in Darien Elementary Schools
March, 2010
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A Few Key Messages About Needed Changes in Math Education
Mastery of facts requires more than facts and procedures
Students learn math with understanding
Problem solving is not found in texts and requires experience
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Brain research tells us that in order to be successful, students have to see connections to the real world.
The comparisons and contrasts to the world and experience are critical.
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We need to help children work on math as THINKERS and REASONERS.
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The ability to retrieve information matters very little if there is no ability to apply or adapt it. We can plant memory in two ways:
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1. REPETITION: but you need to repeat it 4 times to get 48% retention or 24 times to get 80% retention
2. PROCESS-teaching in an authentic way that requires manipulation of a skill.
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Math learning must be connected to real life and be seen in contexts.
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Strategies for early addition1. Add in pieces8+48 +2 +2
16 + 1216 + 10 + 2
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Group by place value
14 + 12
Tens together, ones together
10 + 10, 4 + 2 = 20 + 6
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Find easy sums8 + 24 + 6
Make smart groups 29 + 29
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5 x 88
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Is it easier to work in:9’s or 10’s
4’s or 5’s
11’s or 12’s
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85 + 65 + 35 + 15 + 75 + 25
7 x 10 x 8 x 10
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8 x 4 x 3 x 250
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How do you know?
15 + 15
75 + 75
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http://www.nytimes.com/interactive/2008/09/15/science/20080915_NUMBER_SENSE_GRAPHIC.html
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•Language Arts Instruction
•Student Centered Learning
•Now Math -
•What are we working on?
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Math Continuum vs. DRA
Assessment driven instruction
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Assessments
•CMT
• 3 times a year assessment to show growth over time
•GWM assessments
•Up close conferencing
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Once we know about our students as mathematicians we need to differentiate to meet the students’ instructional needs
How is this done?
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How do we help teachers differentiate?
Experience with GWM – 8 years
Supplemental materials – Cathy Fosnot Units
Greg Tang
First Steps
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