Day 3 Slide 1 Number and Operations Day 3.5 A research-based Canadian professional learning initiative Coxheath Elementary November 21, 2008

Three-Day Agenda Day 1 - Introduction - Overview of PRIME - Representing a Number - The Number Maps - Key Ideas Across the Phases - Fractions Across the Phases - The Operations Map - Getting Ready for Day 2 Day 3 Introduction Diagnostic Tools from Day 2 Fostering Communication - Planning with PRIME - Problem Solving with PRIME - Reflecting Back/ Moving Forward Day 2 - Introduction - Phasing Multiplication Tasks - Student Tasks (Day 1) -Algorithms Across the Phases - Open & Choice Tasks - Manipulatives Across the Phases - The Diagnostic Tools - Getting Ready for Day 3 Day 3 Slide 2

A Sample Frayer Model B&S, p. 184 Day 3 Slide 16

Student Frayer Model for Day 3 Slide 17

Student Samples of Frayer Models Examine the sample Frayer Models. What information about the topic is each student communicating? Does the sample demonstrate that the student understands the concept he or she is illustrating? Day 3 Slide 18

Pre-Planning for a Number or Operations Unit 1.a) Determine phase make-up of class. b) Choose a topic and student group (phase) to focus on. 2. Determine what students can and cannot do. 3. Look through PRIME resources for ideas. Day 3 Slide 19

Pre-Planning for a Number or Operations Unit Day 3 Slide 21 Work with a partner. Follow the steps on the Planning Master BLM.

Teaching Through Problem Solving Teachers can help students learn to deal independently with new situations involving math by teaching through problem solving. Day 3 Slide 22

Beginning a Lesson with a Problem A situation to set a real-life problem context for the lesson Given the lesson goal, what problem could this lesson begin with? Day 3 Slide 23 Lesson goal

Beginning a Lesson with a Problem A problem to set the mathematical context for the lesson Day 3 Slide 24

Why Teach Through Problem Solving? the math makes more sense better insight into students’ thinking more motivating builds perseverance and confidence allows for differences in style and approach provides practice with concepts and skills provides students with better insight into what mathematics is about Day 3 Slide 25 B&S, p. 154

Bike Race A bike is travelling at 35 km/h. A car is travelling at 80 km/h and begins 180 km behind the bike. How long will it take the car to catch up to the bike? Solve This Problem Day 3 Slide 26 B&S, p. 169

Problem-Solving Strategies and Developmental Phases B&S book, p. 158 Day 3 Slide 27

Problem-Solving Stations Work with a partner and visit at least two problem-solving stations. At each station: Solve the problem. Record the PS strategy(ies) used. List the math concepts/skills students would use while solving the problem. Day 3 Slide 28

The PRIME Web Site Curriculum Correlations (PDFs) Web Connects (Internet links) Day 3 Slide 31

Moving Forward With PRIME Think of some ways (specific or general, short-term or long-term) that will help you move forward with PRIME. Day 3 Slide 32

What You Value About PRIME What do you value about PRIME? Consider the course and the resources. Day 3 Slide 33