MCTM 2015 - Session 404: Implementing the Standards for Mathematical Practices through

Elementary Work Stations

Lacie Noe & Janet Drews-Ordiway,River School, Sodus Township #5

Lacie has served as:◦ a math and reading specialist◦ a second grade teacher for six years◦ currently teaches 4th and 5th grades combined at

River School in Sodus

◦ Janet has served as a middle school math teacher, elementary classroom teacher, building administrator, district administrator, WMU adjunct professor, children’s museum education outreach, and K-8 math intervention specialist

About us…

• Single building district• K-8 public school, established in 1862• Current enrollment: 77 students• Multi-age classrooms: • K/1, 2/3, 4/5, 6/7/8• Located in SWMI• near BH & Eau Claire

• Faculty of 8 certified teachers◦ & a business manager

About River School...

How comfortable are you with the mathematical

standards?

What should be included in our work stations to raise

mathematicians?

https://prezi.com/lpjpr5nbdrqn/raising-mathematicians/

-Credit to Ann Bingham, Berrien RESA Math Consultant(Want to learn more? Sign up to attend this amazing PD series at Berrien RESA!)

How do we make sure that we are effectively implementing these practices in our students’ daily

math work?

Articulate them to your students so that they are cognizant of this work as well◦ Not:

New Checklist Specifically, explicitly implemented as Obvious A secret that only teachers should know

Model them in your own work Allow students the opportunity to explore

using “you do, we do, I do, you do”

Introduction to Students

You are probably already modeling these without realizing it

They are all interconnected ◦ often pairs

Both conceptual and theoretical understanding of math in practice◦ Skills to be practiced and developed◦ How we make sense of math◦ Deeper than just giving the correct answer

Be cognizant of how you are going to engage these concepts while teaching…

There are multiple resources, such as posters that will encourage and help the students to use the practices without always reminding them.

Visuals

Make sure that the wording is appropriate for your students.

Student Friendly

Students working in pairs use the dice to create a multi-step word problem. They swap the problem with another student pair who must solve it. They give each other support if they get stuck. After they have checked each other’s work they give feedback to each other regarding both the work and the problem.

#1: Make sense of problems and persevere in solving them

Make sense of numbers and relationships

Assign meaning to models & convert mathematical situations from model to numbers and vice versa

Ask students to draw a picture or use objects to represent the word problem

Ask students to write a numerical sentence from a picture or tangible model

#2: Reason abstractly and quantitatively

The student who solved the problem must explain what he or she drew and how he or she solved the problem.

#3: Construct viable arguments and critique the reasoning of others

Another student must then try to solve the problem using the explanation solved by the first student and provide feedback to that student.

#3: Construct viable arguments and critique the reasoning of others

Ask students to create problems ◦ Require them to

think about mathematical situations that occur in everyday life.

◦ Use concrete and abstract models.

#4: Model with mathematics

Do tools only mean tangible things? Provide access to manipulatives – real and virtual – and technology. Students should consider how to effectively use the tools,

pros/cons/creative uses and the limitations of each Encourage discussion by asking the students to talk about which

tool/item each selected, why, how they used it, how it helped them develop a better understanding of the math or gather accurate data/observations to solve the problem, and why this was the best tool(s) to use to solve the problem.

#5: Use appropriate tools strategically

Build in opportunities for students to check for accuracy and to be accurate

Use symbols and variables appropriately

#6: Attend to precision

Model speaking as a mathematician using appropriate vocabulary

Provide a word bank for students and require students to use at least two of the vocabulary words correctly when discussing the problem and how he or she solved the problem

How can these terms be applied to other situations/subjects/contexts?

#6: Attend to precision: Mathematical Conversations

Look for patterns and structures

Zoom out & zoom in!

See the forest AND the trees! (parts/whole)

Change your perspective!

#7: Look for and make use of structure

#7: Look for and make use of structure: Change your perspective

#7: Look for and make use of structure: Change your perspective

The students discussing how each solved the problem will help reinforce the strategy he or she completed as well as review or introduce it to another student.

One student may have used his or her fingers only to realize from another student’s explanation that a fact family could have been used.

#7: Look for and make use of structure

Look for:◦ Patterns◦ Shortcuts◦ Generalizations◦ Repeated

calculations◦ Repeated logic◦ Reasonable

conclusions & answers

#8: Look for and express regularity in repeated reasoning

Ask students to create a table to record measurements and use it to make predictions of readings greater than the limitations of measurement tool

Ask students to evaluate results to group numbers, create meaning, discover relationships

1,20,39, 72 7,11,15, 20 9,6,3,8,4,2

#8: Look for and express regularity in repeated reasoning

Keep learning, exploring, considering!

Focus on adding one practice a week or developing more practices into one of your stations every week.

Think of a manipulative you already have and how you can use it!

Start small: Building new a habit happens one day at a time

www.riverschoolk8.org

Lacie Noe, lnoe@riverschoolk8.org

Janet Drews-Ordiway, jordiway@riverschoolk8.org

269-925-6757

Thank you!