Math Department Meeting

Derek Pipkorn Maria D'Amato Rachel Strutz Amanda Larson NCTM

Developing students' understanding through questioning wikispaces linkwikispaces link Did anyone use the question stems from the article? Last Time

Conceptual Understanding Procedural Fluency Application Balanced Math Instruction

Explain mathematical concepts and facts in terms of simpler concepts and facts. Easily make logical connections between different facts and concepts. You understand math if you could do the following:

Recognize the connection when you encounter something new that's close to the mathematics you understand Identify the principles in the given piece of mathematics that make everything work. (you can see past the clutter) What is "conceptual understanding"?

1.Conceptual Knowledge logical relationships, representations, an understanding and ability to talk, write and give examples of these relationships, etc. 2.Procedural Knowledge knowledge of rules and procedures used in carrying out routine mathematical tasks and the symbols used to represent mathematics Know which students have which type of knowledge Review

Strategies to Teach Conceptual Understanding

Strategy 1: Vocabulary Building

Graphic Organizer: Look at the CCSSM. Select key words and organize them. Understand ratio concepts and use ratio reasoning to solve problems. ratio, rate, tables, diagrams, equations, coordinate plane, measurement, percent, convert Relationship between two quantities Strategy 1: Vocabulary Building

Frayer Model Strategy 1: Vocabulary Building

Common Core Tool Box BuzzMath ents/#id=CC06E970 Illuminations Strategy 2: Visual Support

The garden had a length of 12 feet and a width of 8 feet. Sally and Mike wanted to put up a fence. Sally thought 40 feet would be enough, but Mike said they needed 96 feet. Mike bought two packages of 50 feet of fencing. Was there any left over fencing? Why or why not? How much dirt would they need if they wanted to fill the garden with 3 inches of topsoil? Explain how you found your answer. Strategy 3: Evaluation/Justification

Present problem or task Allow students to solve and justify Work in collaborative groups to discuss Evaluate strategies and solutions in whole group Keep in mind: Student should begin with short segments of work time and students gradually lead the questioning and evaluation discussions Strategy 4: Discussion and Questioning

Resources s/#id=CC06E970 s/#id=CC06E _u/index.html _u/index.html Conceptual Understanding