Standards for Mathematical Practice and the Science & Engineering Practices Part Two: Problem-Solving Elements Wednesday, July 16, 2014 Presented By Sara Delano Moore, Ph.D. Director of Mathematics and Science at ETA hand2mind Join our community: Implementing Common Core Standards in Math www.edweb.net/math

Implementing Common Core Standards in Math Join our community Implementing Common Core Standards in Math www.edweb.net/math Invitations to upcoming webinars Webinar archives and resources Online discussions CE quizzes for archived webinars The recording, slides, and chat log will be posted in the Resource Library under Web 2.0 Tools.

Learn more at hand2mind.com/STEMinAction

Webinar Tips For better audio/video, close other applications (like Skype) that use bandwidth. Maximize your screen for a larger view by using the link in the upper right corner. A CE certificate for today’s webinar will be emailed to you 24 hours after the live session. If you are viewing the recording, you will need to take the CE quiz located in the Resource Library of the community. Tweeting? Use the hashtag #edwebchat

Standards for Mathematical Practice and the Science & Engineering Practices Part Two: Focus on Problem Solving Wednesday 16 July 2014 Sara Delano Moore, Ph.D. Director of Mathematics and Science ETA hand2mind

Summer Series Focus on the Practices Standards for Mathematical Practice Science & Engineering Practices June 24 - Focus on Developmental Progressions July 16 – Focus on Problem Solving August 13 – Focus on Communication and Argument

Standards for Mathematical Practice Make sense of problems & persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments & critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for & make use of structure. Look for & express regularity in repeated reasoning.

Science and Engineering Practices Asking questions (for science) and defining problems (for engineering). Developing and using models. Planning and carrying out investigations. Analyzing and interpreting data. Using mathematics and computational thinking. Constructing explanations (for science) and designing solutions (for engineering). Engaging in argument from evidence. Obtaining, evaluating, and communicating information.

What’s a problem? Problem solving is what you do when you don’t know what to do. If you know what to do, it’s practice. Marilyn Burns George Polya, How To Solve It (1945) Understand the Problem Devise a Plan Carry out the Plan Look Back

Is this familiar? Polya’s Process Understand the Problem Devise a Plan Carry out the Plan Look Back What about the scientific method? Observational Inquiry Experimental Design

Mathematics Example Tommy & Tessa want to fence in a play area for their dog, Moose. Moose is a big dog, and they want to give him as much room as they can. They have 64 feet of fence. They can use up to 36 feet of the side of their barn as one side of the play area. The area must be rectangular and each side must be a whole number of feet. Determine the best size for Moose’s play area.

Science Example Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. 

Engineering Example How can a farmer protect crops when a hailstorm threatens? You can save the day and design a solution to help Farmer Grady protect her crops. Learn about weather-related hazards and use what you know about designing strong structures and properties of materials to identify an effective solution.

What do these have in common? Fencing for Moose the dog Effect of balanced or unbalanced forces Protecting Farmer Grady’s crops Opportunity to apply existing knowledge? Creation of a product? Opportunity for multiple solutions? Opportunity for collaboration? Opportunity to identify new questions?

How are these different? Fencing for Moose the dog Effect of balanced or unbalanced forces Protecting Farmer Grady’s crops Opportunity to apply existing knowledge? Creation of a product? Opportunity for multiple solutions? Opportunity for collaboration? Opportunity to identify new questions?

What does research say? Not all tasks provide the same opportunities for student thinking and learning. Student learning is greatest in classrooms where the tasks consistently encourage high level thinking and reasoning and least in classrooms where the tasks are routinely procedural in nature. Tasks with high cognitive demands are the most difficult to implement well and are often transformed into less demanding tasks during instruction. NCTM, 2014, p 17

What can we do to strengthen problem solving in school? Good questions Common vocabulary Practice working in teams

Type your questions in the chat window. Q&A Type your questions in the chat window.

Implementing Common Core Standards in Math Join our community Implementing Common Core Standards in Math www.edweb.net/math Invitations to upcoming webinars Webinar archives and resources Online discussions CE quizzes for archived webinars The recording, slides, and chat log will be posted in the Resource Library under Web 2.0 Tools.

Join us for the next webinar! Wednesday, August 13, 2014 at 12PM Eastern Time Standards for Mathematical Practice and the Science & Engineering Practices Part Three: Communication & Argument Join the Implementing Common Core Standards in Math community for an invitation to the next webinar: www.edweb.net/math

Thank you! www.hand2mind.com