Collaborative Math ProjectCurriculum Connections Breakout

October 26, 2011

ESU#3 Facilitators:Robbie Jensen

Debbie Schraeder

Session AgendaSession Agenda10 Techniques that Make a Difference

Math Stations

◦Math Vocabulary

◦Math Focus Walls

◦PD Needs/ Resources

What’s Next?

Any education, regardless of content or philosophy, should help learners, right from the start, to “come to understanding” in two senses: (1) to enable them to constantly make meaning from their schoolwork and (2) to equip them to apply their learning to new situations not only in school, but also beyond it- that is, to transfer.

-Schooling by Design, pgs 2-3

Math MisconceptionsRevisited

1. Practice makes perfect!

2. Mastering calculations is the ultimate goal of mathematics.

3. Math is about getting the right answer.

4. Mathematics is a series of isolated skills.

5. You must know basic skills before you can learn to solve problems.

6. The first one finished wins!

7. The best mathematicians can work calculations in their heads.

8. The teacher’s job is to tell us how to do math.

9. Math is done in math class.

10. Some people are good at math and some aren’t.

Taken from: O’Connell, Susan. 2005. Now I Get It: Strategies for Building Confident and Competent Mathematicians K-6. Portsmouth, NH: Heinemann.

Grade Level StationsGrade Level Stations

• Math Vocabulary

• Math Focus Wall

• PD Needs/Resources

When you start with an honest and diligent effort to determine the truth of the situation, the right decisions often become self-evident… You absolutely cannot make a series of good decisions without first confronting the brutal facts.

-Jim Collins, 20017

Attitudes Attitudes needed to become successful problem solversneeded to become successful problem solvers

Problem solving requires…

patience

persistence

risk taking

cooperation

Introduction to Problem-Solving Grades 3-5 (2007) by Susan O’Connell; page 4

Please contact us at ESU #3 if you have any questions, Please contact us at ESU #3 if you have any questions, concerns, suggestions…concerns, suggestions…

THANK YOU!!

Debbie Schraeder402-597-4865dschraeder@esu3.org

Robbie Jensen402-597-4888RJensen@esu3.org

ReferencesReferencesPearson. (Oct. 4, 2012). Math Extravaganza- enVisionMATH

Breakout Session at ESU#3.

O’Connell, Susan. (2007). Introduction to Problem-Solving Grades K-2 and 3-5. Portsmouth, NH: Heinemann.

O’Connell, Susan. (2011). Mastering the Basic Math Facts in Addition and Subtraction.

Portsmouth, NH: Heinemann.

Station Content

Math Vocabulary StationMath Vocabulary Station

1. Text Rendering Protocol/ Read Developing Math Vocabulary

1. Begin Building your Grade Level Vocabulary Words

1. Protocol: Text Rendering Experience1. Protocol: Text Rendering ExperienceTable Group ProcessTable Group Process

PurposeTo collaboratively construct meaning, clarify, and expand our thinking about a text or document.

Roles•A facilitator to guide the process.•A scribe to track the shared text.•A timekeeper to monitor how long the team has to complete the process.

Set UpConsidering Developing Math Vocabulary, read the article and mark

•the sentence, •the phrase, and •the word that you think is particularly important

Steps

Round 1: Each person shares a sentence.

Round 2: Each person shares a phrase.

Round 3: Each person shares the word.

Table groups discuss common threads or themes found in the article.

1. Protocol: Text Rendering ExperienceTable Group Process

2. Building your Grade Level Vocabulary

•Look through your curriculum materials and identify the important terms (15-20 total) that each student should acquire before leaving your grade level.

•Use sticky notes to make comment(s) on any other grade level’s identified words.

Math

Focus

Wall

1. Review the Math Focus Wall concept (see handout)

2. Look at the example Math Focus Wall

3. Sign up to create a Focus Wall for one topic

4. Practice using the Grab tool (MAC) or the Snipping tool (Windows) and begin to create your selected Focus Wall.

PD Needs/ Resources Station

1. Assess your learning needs by placing your dots on the chart.

2. Explore the wiki- note the Songs, Games and Strategy Cards.

3. Explore the Math Resources linked on the wiki.

4. Brainstorm additional content ideas for follow-up sessions in district as well as at ESU#3.

•Individually read each description on the Building Math Understanding poster.

•Assess where you currently view your understanding in relation to this element.

•Post your “dot” on the chart to indicate your understanding and/or comfort level.

Resources/WebsitesResources/WebsitesProject Wiki:

http://collaborativemathproject.wikispaces.com/Collaborative+Math+Project

Debbie’s Math Symbaloo:

http://www.symbaloo.com/shared/AAAAASixOLEAA41-4Ieh7A==

ESU3 Tech Wiki:

http://esu3.wikispaces.com/home