Happy New Year! MSP  January 11, 2016 Math and Science Partnership Grant Happy New Year! January 11, 2016 Varnville Elementary, Varnville, SC To join the listserv, please e-mail sclme-join@hampton1.k12.sc.us

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Profile of the South Carolina Graduate

The Focus For January Is Process Standard 4 Connect mathematical ideas and real-world situations through modeling. Identify relevant quantities and develop a model to describe their relationships. Interpret mathematical models in the context of the situation. Make assumptions and estimates to simplify complicated situations. Evaluate the reasonableness of a model and refine if necessary.

Reflect on lessons about modeling real-world functions   How can modeling be used to teach content? Why is it important to engage in modeling tasks? How does looking at work from other classes help teachers? How does professional collaboration assist with planning next steps? How does reflection reinforce the use of the math practices?

Making Connections Through Modeling Teachers As Learners

Reflect on lessons about modeling real-world functions   How can modeling be used to teach content? Why is it important to engage in modeling tasks?

Making Connections Through Modeling Teachers Reflect On The Use of Modeling

Reflect on lessons about modeling real-world functions   How does looking at work from other classes help teachers? How does professional collaboration assist with planning next steps? How does reflection reinforce the use of the math practices?

Teaching Points The focus is to apply mathematics to the world in which students live in order to develop their conceptual understanding and increase their mathematical ability to solve real problems. The focus is not on the solution to the problem, but on the understanding of the problem. When introduced to an authentic task, students must describe the relationship of mathematical details through an appropriate model. In using models to find solutions, sometimes this process involves hypothesizing and making assumptions that must be tested to determine if models and solutions to problems are reasonable. Students must be encouraged to reflect and to refine models as needed. Someone once said that if the solution is obvious, then it’s not a problem.

Teaching Points Students must recognize strategies that can help them simplifying complex tasks to understand them. Bottom line, students must understand the relationship that exists between the context of a mathematical problem and the model used to represent the situation. Possible solutions are the outcomes of this relationship and their reasonableness rests upon the context. Someone once said that if the solution is obvious, then it’s not a problem.

Teaching Points “As adults, we see the need for mathematics in real life, but students need to experience it to make it real. Just telling them math is important isn’t the same as putting a model in their hands, or using popular video games to drive home a concept. ..[S]tudents love when math jumps off the page and numbers are no longer naked.” Meghan Everette, Scholastic, Jan 4, 2016 (Making Math Matter: Pixel Art Perimeter and Model House Area; http://www.scholastic.com/teachers/top-teaching/2016/01/making-math-matter- pixel-art-perimeter-and-model-house-area ) Someone once said that if the solution is obvious, then it’s not a problem.

Teaching Math Means Making Connections Mysteries of the Mathematical Universe

Continue With Our Agenda Research Review Salvaging Education Novel Way…Engineering Reading and Writing Happens In Every Class Computer Science …Well-rounded Education/Engineering Salaries Defining PD ESSA Mentoring The Motivated Brain pp. 1-31 LUNCH Modeling and The Engineering Practices Housekeeping

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Hope to see you in February! Have a Great Week!! Hope to see you in February!