Linda Bridges and Jeanne Simpson Virtual handout at
jeannesimpson.wikispaces.com
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Sometimes teachers have to explain why mathematical concepts
are true.
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Why cant you divide by zero?
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Why should we write in math class?
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According to Marilyn Burns there are two major benefits: It
supports students learning by helping them organize, clarify, and
reflect on their thinking. It benefits teachers because students
papers are invaluable assessment resources. Instructor Magazine,
April 1995
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1. Write arguments focused on discipline-specific content. 2.
Write informative/explanatory texts, including the narration of
scientific procedures/experiments, or technical processes. 3. Write
narratives to develop real or imagined experiences 4. Produce clear
and coherent writing 5. develop and strengthen writingby planning,
revising, editing, rewriting,
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6. Use technology, including the Internet, to produce and
publish writing and present the relationships between information
and ideas 7. Conduct short research projects to answer a question
8. Gather relevant information from multiple sources 9. Draw
evidence from informational texts to support analysis, reflection,
and research.
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10. Write routinely over extended time frames (time for
reflection and revision) and shorter time frames (a single sitting
or a day or two) for range of discipline specific tasks, purposes,
and audiences.
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Construct viable arguments and critique the reasoning of
others. Attend to precision.
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6.NS.4. Find the greatest common factor of two whole numbers
less than or equal to 100 and the least common multiple of two
whole numbers less than or equal to 12. Use the distributive
property to express a sum of two whole numbers 1100 with a common
factor as a multiple of a sum of two whole numbers with no common
factor. For example, express 36 + 8 as 4 (9 + 2). Apply and extend
previous understandings of numbers to the system of rational
numbers.
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Factor Product Multiple Divisibility
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1218
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3045
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Explain a way to determine the greatest common factor of any
pair of numbers.
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6.RP.3. Use ratio and rate reasoning to solve real-world and
mathematical problems, e.g., by reasoning about tables of
equivalent ratios, tape diagrams, double number line diagrams, or
equations. Find a percent of a quantity as a rate per 100 (e.g.,
30% of a quantity means 30/100 times the quantity); solve problems
involving finding the whole, given a part and the percent. 7.RP.3.
Use proportional relationships to solve multistep ratio and percent
problems. Examples: simple interest, tax, markups and markdowns,
gratuities and commissions, fees, percent increase and decrease,
percent error.
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7.SP.8. Find probabilities of compound events using organized
lists, tables, tree diagrams, and simulation. Understand that, just
as with simple events, the probability of a compound event is the
fraction of outcomes in the sample space for which the compound
event occurs.
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Analyze outcomes when rolling one and two dot cubes Describe
the probability of rolling a sum of 7 in words and in fractions
with lowest terms. Conduct experiments with rolling two dot cubes
Describe the results of your experiment. Compare the results with
the theoretical probability of rolling a 2 one time out of every 6
rolls. What do you think about the theory of large numbers? Design
an experiment Describe the results of your experiment. Analyze
combinations using lists and tree diagrams In what ways do the
lists, tree diagrams, and multiplication compare? Which
representation is your first choice? Explain.
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How can this work in my classroom?
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Things I learned Things that surprised me Question I still have
Virtual handout at jeannesimpson.wikispaces.com
