Bringing Math Alive

Bringing Math Alive! (Conventions 2011 Division 2) Presented By: Lenée Fyfe

Contact me: bringinglearningalive.com or email: [email protected]

Goals for Today  Review strategies for implementing and teaching math  Demonstrate the integration of DI and teaching math

Agenda  Intro to Me/ Upcoming Workshop  Problem Solving pg. 1-2  Flat Book  Place Value Warm Up - Whiteboards  Stick It To Me – What’s My 2 digit plus digit number sentence?  Mastering Multiples  Right First  Nerdo – Using a Flatbook (4 Fold)  Floor Plan  Snake  Hockey Times

Why I Love Math Think of a number. Multiply it by 3. Add 6 with the getting result. Divide it by 3. Subtract it from the first number used. What is your answer?

Teaching Math Problem Solving

Problem 1 - Kara bought a bag of jelly beans. As she was walking home, she noticed a hole in the bottom of the bag and that only a handful of jelly beans were left. She could not remember how many jelly beans she had started with, but she knew that it was fewer than 100. If she had counted by twos, threes, or fours, one would have been left over, but none would have been left over if she had counted by fives. How many jelly beans could Kara have started with?

Problem 2 - Imagine that a new mathematical operation is being used. Its symbol is #. See the following equations.

1 # 1 = 2 3 # 5 = 34

Permission to copy STUDENT MASTERS to classroom teachers only Conventions Division 2

- 1 - 6 # 9 = 117 10 # 14 = 296

Find the value of 15 # 19, and explain your reasoning.

Curriculum Changes  1995 – Being taught math – problem solving is the focus of mathematics at all grade levels  Now – Learning math by doing – learning through problem solving should be the focus of mathematics at all grade levels

Developing Strategies  Own their own by listening to, discussing and trying different strategies  Determine a way to get from what is known to what is sought  Requires and builds depths of conceptual understanding and student engagement  Create an environment where students look for, and engage in finding a variety of strategies for solving problems empowers students to explore alternatives and develop confident cognitive mathematical thinkers

Problem 1 Answer - 25 or 85. We know that the number is odd and a multiple of 5, leaving 5, 15, 25, 35, 45, 55, 65, 75, 85, and 95. Of these numbers, only 5, 25, 45, 65, and 85 leave a remainder of 1 when divided by 4. Checking the numbers to see which one gives a remainder of 1 when divided by 3 leaves 25 and 85

Problem 2 Answer - 586. a # b = a2 + b2. For example, 3 # 5 = 32 + 52 = 9 + 25 = 34. Therefore, 152 + 192 = 225 + 361 = 586.

Brain Research Says... Tomlinson  Today’s classrooms are diverse: 3-5/100 have ADD, 1/59 54, 3-4/30 on IPPs, 1/150 are autistic  Teach to: readiness, interests and learning profiles  The male and female brains develop differently  Girls are ready to read and write between the ages of 5-8.  Most boys don’t begin to develop the same skill until late 6.

Vygotsky  ZPD – Zone of Proximal Development

- 2 - Byrnes  If material is presented at or below mastery level, no learning occurs, if presented too high above, child will be frustrated

A Quote…

We promise that the education given shall be not false but real, not superficial but thorough; that is to say, that man shall be guided, not by the intellects of others, but by his own; shall not merely read the opinions of others or commit them to memory and repeat them, but shall himself penetrate to the to the root of things and acquire the habit of genuinely understanding and make use of what he learns. Mastering Multiples Multiple Sort

21 54 48 66 24 22 36

42 28 14 44 33 20 22

72 60 35 16 18 32 24

- 3 - 48 60 55 42 48 40 52

36 66 40 44 49 48 56

Name ______

Date ______Right First

Directions: Find a partner or group. Get a deck of cards and remove 10, J, Q and K. For this game A = 1. Pull out 2 cards and find the sum of the cards. Write the number sentence in the box where the rounded product is. For example, if you got a 2 and a 4, you would write 2 x 4 and 4 x 2 in the 10 box. The goal of the game is to be the first player to hit the right side of the graph in one row first.

Materials: Cards (A-9) or use two 10-sided dice 0 10 20 30 40

- 4 - 50 60 70 80 90 100

Thinkers:

1. What was the rounded product that occurred most often? Why do you suppose this happened?

2. What strategies did you use to figure out the products? Describe 2.

My Dream Floor Plan

Create a floor plan using grid paper. Make sure that your rooms are polygons. Be creative. Think about what rooms you would have in your house if you could have anything you wanted.

1. Find the perimeter of each room. (You can also do hallways if your choose) 2. Find the area of each room. (You can also do the hallways if your choose) 3. Show the formulas for each calculation.

Now...how much is this going to cost? For each room, you must put on baseboard and lay down flooring. Here are your choices: Baseboards

Type Price per Meter

- 5 - $2.59

Carpet Shag Carpet $8.98/ m2 Laminate Tile $7.99/ m2 Hardwood $7.59/ m2 $5.59/ m2 Marble 2 $29.99/ m2 $12.60/ m SNAKE

Goal: Roll two 6-sided dice. Add the numbers together. Put them into the “S” column. You can choose to keep your points or stay standing for the second roll. Keep rolling the dice and add the sum to your column. At anytime you can choose to keep your points by sitting. If there is a double number rolled, you lose all your points. Once everyone is done, move to the next column. If at anytime, snake eyes is rolled (2 ones), you lose all points in all columns, if you are standing.

Materials: 2 x 6-sided die, gameboard

- 6 - S N A K E

Totals: S ______+ N ______+ A ______+ K ______+ E ______

Grand Total: ______

Thinkers:

1. What is the probability of rolling a double number?

2. What is the probability of rolling snake eyes?