Jim GreeneMarch 19, 2012

The 10 Instructional Shifts1. Incorporate ongoing cumulative review into

every day’s lesson2. Adapt what we know works in our reading

programs and apply it to mathematics instruction

3. Use multiple representations of mathematical entities

4. Create language-rich classroom routines5. Take every available opportunity to support

the development of number sense04/19/23

Distrubted Leadership – Assessible Mathematics 2

Continued6. Build from graphs, charts, and tables7. Tie the math to such questions as: “How

big?” How much?” “How far?” to increase the natural use of measurement throughout the curriculum

8. Minimize what is no longer important9. Embed the mathematics in realistic

problems and real-world contexts10.Make “Why?” “How do you know?” “Can

you explain?” classroom mantras04/19/23

Distrubted Leadership – Assessible Mathematics 3

In the U.S. and Germany – focus is on skill acquisition. U.S.A ranks 23 in Mathematical proficiency of 15 yr. olds

In a typical class …Teacher instructs student in a concept or skillTeacher solves example problems with the studentsStudents practice on their own while teacher helps

individual students

Different ApproachesU.S. vs. Japan

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in Japan …In Japan, focus is on understanding. Japan ranks 3 in

mathematical proficiency of 15 year olds.

In a typical class:Teacher poses a complex, thought-provoking problemStudents struggle with the problemVarious students present ideas or solutions to the problemClass discusses various solution methodsTeacher summarizes the class conclusionsStudents practice similar problems

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Ready, Set, Review

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Incorporate ongoing cumulative review into every day’s lesson

Mini-Math Review

1. 6 x 7 =

2. What number is 1000 less than 18,294?

3. About how much is $0.29 and $0.32?

4. What is 1/10 of 450?

5. Draw a picture of 1_2/3

6. Estimate my weight in kilograms

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Adapt what we know works in our reading programs and apply it to mathematics instruction

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“Jane went to the store.”Can you read that sentence aloud?

Can you tell me where Jane went?Can you tell me who went to the store?Can you tell me why Jane might have gone to the store?Did it make sense for Jane to go to the store?

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Use multiple representations of mathematical entities

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Picture it, draw it

Find a model to visualize it

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Create language-rich classroom routines

Two odd numbersTwo digit numberTwo numbers 10 apart

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MARCH MADNESS BONUS Question –

In a rough and tumble basketball game where you can score one point for a foul shot, two points for a basket, and three points on long, 3 point shots. The score was 63 to 63 with three minutes to go. The Owls went on a 10–0 run and beat the Vultures 73 – 63. How many different ways could the owls have scored the 10 unanswered points?

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Take every available opportunity to support the development of number sense

Example of …Mixed numberWhole numberFraction

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Build from graphs, charts, and tables

Milking the data…

Ticket Sales for Classical Music Concerts

ConcertTickets

Sold

Beethoven 385,204

Mozart 259,593

Haydn 285,447

Chopin 327,982

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Tie the math to such questions as: “How big?” How much? How far? To increase the natural use of measurement throughout the curriculum

Ex. If someone is 50 years old, how old is that person if time age is measured in days?

Try this one … how old are you in days?

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Minimize what is no longer important

Time to throw out the bath water …When was the last time you multiplied

2953 by 15.9 (by hand)?Or added 1/7 + 2/9 in a real life

problem?

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Embed the mathematics in realistic problems and real-world contexts

If you knew that Peter Dowdeswell of London, England, holds the world record for pancake consumption . . .

What questions might your students have about this record?

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Father Judge Wing Bowl Revisited …

He consumed 62 pancakes each 6 inches in diameter and 3/8 inches thick, with butter and syrup, in 6 minutes and 58.5 seconds.

How big a stack is that?At what rate did he eat the pancakes?Could you graph his progress?

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Can You Label The Chart?

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Make “why?” “How do you know?” Can you explain?

Classroom mantras

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Another Resource …

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Your Thoughts or Comments …

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