Jim Greene March 19, 2012

The 10 Instructional Shifts 1. Incorporate ongoing cumulative review into every day’s lesson 2. Adapt what we know works in our reading programs and apply it to mathematics instruction 3. Use multiple representations of mathematical entities 4. Create language-rich classroom routines 5. Take every available opportunity to support the development of number sense 5/22/2015Distrubted Leadership – Assessible Mathematics2

Continued 6. Build from graphs, charts, and tables 7. Tie the math to such questions as: “How big?” How much?” “How far?” to increase the natural use of measurement throughout the curriculum 8. Minimize what is no longer important 9. Embed the mathematics in realistic problems and real-world contexts 10. Make “Why?” “How do you know?” “Can you explain?” classroom mantras 5/22/2015Distrubted Leadership – Assessible Mathematics3

In the U.S. and Germany – focus is on skill acquisition. U.S.A ranks 23 in Mathematical proficiency of 15 yr. olds In a typical class … Teacher instructs student in a concept or skill Teacher solves example problems with the students Students practice on their own while teacher helps individual students Different Approaches U.S. vs. Japan 5/22/2015Distrubted Leadership – Assessible MathematicsSlide 4

in Japan … In Japan, focus is on understanding. Japan ranks 3 in mathematical proficiency of 15 year olds. In a typical class: Teacher poses a complex, thought-provoking problem Students struggle with the problem Various students present ideas or solutions to the problem Class discusses various solution methods Teacher summarizes the class conclusions Students practice similar problems 5/22/2015Distrubted Leadership – Assessible MathematicsSlide 5

Ready, Set, Review 5/22/2015Distrubted Leadership – Assessible MathematicsSlide 6

Incorporate ongoing cumulative review into every day’s lesson Mini-Math Review 1. 6 x 7 = 2. What number is 1000 less than 18,294? 3. About how much is $0.29 and $0.32? 4. What is 1/10 of 450? 5. Draw a picture of 1_2/3 6. Estimate my weight in kilograms 5/22/2015Distrubted Leadership – Assessible MathematicsSlide 7

Adapt what we know works in our reading programs and apply it to mathematics instruction 5/22/2015Distrubted Leadership – Assessible MathematicsSlide 8

“Jane went to the store.” Can you read that sentence aloud? Can you tell me where Jane went? Can you tell me who went to the store? Can you tell me why Jane might have gone to the store? Did it make sense for Jane to go to the store? 5/22/2015Distrubted Leadership – Assessible MathematicsSlide 9

Use multiple representations of mathematical entities 5/22/2015Distrubted Leadership – Assessible MathematicsSlide 10

Picture it, draw it Find a model to visualize it 5/22/2015Distrubted Leadership – Assessible MathematicsSlide 11

Create language-rich classroom routines Two odd numbers Two digit number Two numbers 10 apart 5/22/2015Distrubted Leadership – Assessible MathematicsSlide 12

MARCH MADNESS BONUS Question – In a rough and tumble basketball game where you can score one point for a foul shot, two points for a basket, and three points on long, 3 point shots. The score was 63 to 63 with three minutes to go. The Owls went on a 10–0 run and beat the Vultures 73 – 63. How many different ways could the owls have scored the 10 unanswered points? 5/22/2015Distrubted Leadership – Assessible MathematicsSlide 13

Take every available opportunity to support the development of number sense Example of … Mixed number Whole number Fraction 5/22/2015Distrubted Leadership – Assessible MathematicsSlide 14

Build from graphs, charts, and tables Milking the data… Ticket Sales for Classical Music Concerts Concert Tickets Sold Beethoven385,204 Mozart259,593 Haydn285,447 Chopin327,982 5/22/2015Distrubted Leadership – Assessible MathematicsSlide 15

Tie the math to such questions as: “How big?” How much? How far? To increase the natural use of measurement throughout the curriculum Ex. If someone is 50 years old, how old is that person if time age is measured in days? Try this one … how old are you in days? 5/22/2015Distrubted Leadership – Assessible MathematicsSlide 16

Minimize what is no longer important Time to throw out the bath water … When was the last time you multiplied 2953 by 15.9 (by hand)? Or added 1/7 + 2/9 in a real life problem? 5/22/2015Distrubted Leadership – Assessible MathematicsSlide 17

Embed the mathematics in realistic problems and real-world contexts If you knew that Peter Dowdeswell of London, England, holds the world record for pancake consumption... What questions might your students have about this record? 5/22/2015Distrubted Leadership – Assessible MathematicsSlide 18

Father Judge Wing Bowl Revisited … He consumed 62 pancakes each 6 inches in diameter and 3/8 inches thick, with butter and syrup, in 6 minutes and 58.5 seconds. How big a stack is that? At what rate did he eat the pancakes? Could you graph his progress? 5/22/2015Distrubted Leadership – Assessible MathematicsSlide 19

Can You Label The Chart? 5/22/2015Distrubted Leadership – Assessible MathematicsSlide 20

Make “why?” “How do you know?” Can you explain? Classroom mantras 5/22/2015Distrubted Leadership – Assessible MathematicsSlide 21

Another Resource … 5/22/2015Distrubted Leadership – Assessible MathematicsSlide 22

Your Thoughts or Comments … 5/22/2015Distrubted Leadership – Assessible MathematicsSlide 23