Math Talk: Today’s exit card! 1.Choose a contextual problem. 2.Show your solution using any of the representations on the 5-point star. 3.On the back of the card, write how you would incorporate technology to help students build knowledge and understanding of this concept. (Be specific.) As you work, think about your existing practices and ways to adapt your existing practices.

Algebraic Situation

Consider the three arrangements in figure Predict the next two arrangements in this growing pattern. Janae’s dad is helping her get ready for a birthday party at school. He told Janae that he would blow up the entire bag of balloons that she needed for the party. It took her dad 20 seconds to blow up the first balloon. It took him 18 seconds to blow up the second balloon, 16 seconds to blow up the third balloon, and so on. Finally, it took Janae’s dad 4 seconds to blow up the last balloon in the bag. How many balloons were in the bag? Show your work!! Jahmal had a set of ten digit cards numbered 0 to 9. He picked 3 cards. When she added them, she found the sum to be 13. What three cards could she have picked? How many different combinations can be made? Show your information in an organized manner. Jenny has pennies, nickels and dimes in her piggy bank. She pulled out 3 coins. What coins could she have picked? According to those coins, how much money could she have pulled out?

Teaching Patterns, Functions, and Algebraic Thinking in Grades K-2 EDUC Class 4: Manipulatives and Technology October 21, 2013 Andrienne R. Setorie Priscilla Nelson

Today’s Agenda Manipulatives and Technology Homework, -Exit Cards, Class Norms -Reflections on the article -Teachers’ Voices Ice Breaker- What Manipulative Would you Use?- Frog Jump Math Talk: What are Virtual Manipulatives? Teacher Share Presentations

Remember our class norms No sidebars Cell phones on “silence” Be prepared We will start on time and end on time

Teacher Voices ( Excerpts from Blog #3) My math experience was paper and pencil, timed tests, and lots of practice worksheets. Schools are moving towards letting students explore. I never really enjoyed mathematics and didn’t get excited. I was always copying off of the board. Japanese students focus on algebraic concepts and outperform other countries. Students can develop a deeper understanding of math by being exposed to and showing different representations. My students had a break through when they used number lines, dots, chips and snap cubes to solve addition and subtraction problems.

Manipulatives Manipulatives are physical tools that are used to support students’ mathematical understandings. As you plan, think about how the manipulative you’ve chosen will help students construct knowledge. Remember to provide opportunities for students to choose their own manipulative(s) or other ways to represent their thinking.

addition subtraction distance feet math frogs jumping how many combining numbers equal 10 – 4 = __________ 10 – 7 = __________ = ________ = 10 Two frogs are in a jumping contest. Both frogs jumped two times and landed at 10 feet. Jane’s frog jumped 4 feet at first. Danny’s frog jumped 7 feet at first. What was the second jump distance for each frog? What Manipulative(s) Would You Use?

Two frogs are in a jumping contest. Both frogs jumped two times and landed at 10 feet. Jane’s frog jumped 4 feet at first. Danny’s frog jumped 7 feet at first. What was the second jump distance for each frog? Jane: 4 + ________ = 10 Danny: 7 + ________ = 10 Click for help!

1.Read the article ‘What are Virtual Manipulatives?’ as a group to find out at least three benefits of using virtual manipulatives. 1.Explore the suggested websites. 1.Complete the chart. 1.Discuss your findings in your group. Math Talk: Using Technology In Class (Graded)

Teacher Share Technology Presentations Diane Mosebay-White: com/home/second-grade-virginia-sol-resources com/home/second-grade-virginia-sol-resources June Jallah: Connie Louderback: Claudia Ponce: Mitzie Gray: Roberta Wallingford: Brittney LaPierre:

Teacher Share Technology Presentations Lisa Anaya- Angelica Mitchell: sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&ve d=0CCsQFjAA&url=https%3A%2F%2Fwww- k6.thinkcentral.com%2Fcontent%2Fhsp%2Fmath%2Fhsp math%2Fca%2Fcommon%2Fmega_math_ _%2F&ei=xJhcUvX2KZHe4AOEm4D4DQ&usg=AFQjCN GGHQ0SenwTl24_- fY0W6JQs1o33A&bvm=bv ,d.dmg

Reflections: Points to Ponder 1.How do I use technology to help my students extend their understanding of patterns and relationships? 2. What would be the greatest challenges for my students? How do I meet these challenges? 3.How do I know if my students have learned the concepts while using manipulatives/technology? What do I do if they have not learned? 4.What mathematical concepts did we use today?

Technology to develop algebraic thinking (TCM April 2011) Homework Why is technology important in mathematics? What algebra is in the technology? What algebra does the activity prepare students for later? How does the activity relate to the algebraic- thinking ideas in this course?

1.What did you encounter in the mathematics? 2.What do you think your students will encounter? 3.What are the benefits of using manipulatives and/or technology in helping students reason algebraically? 4.Are there any drawbacks in using tools and/or technology in algebra? 5.What questions would you ask to reveal your students’ knowledge about the mathematics? 6.Describe creative technology you’ve used with your students (e-books, virtual manipulatives, audience response systems). BLOG

REMINDERS BLOG - 5 points CHAPTER and ARTICLE - 10 points – Technology to develop algebraic reasoning MATH PROBLEM - 5 points Attendance and Participation - 5 points

Math Talk Multimedia Professional Resources: ects/aw1fkdsvmu