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Module 4 PARTNERS for Mathematics Learning Grade 7 Partners

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Presentation on theme: "Module 4 PARTNERS for Mathematics Learning Grade 7 Partners"— Presentation transcript:

1 Module 4 PARTNERS for Mathematics Learning Grade 7 Partners

2 “The Importance of Equal Sign Understanding in the Middle Grades”
2 “The Importance of Equal Sign Understanding in the Middle Grades”  Read your section of the article by Knuth, Alibali, Hattikudur, McNeil, and Stephens from Mathematics Teaching in the Middle School  Be prepared to share with your group  Key notes  A favorite quote  Questions you have Partners for Mathematics Learning

3 Sweet Algebra  Using the Sweet Algebra handout, find
3 Meaningful Practice Sweet Algebra “ Helping students acquire a view of the equal sign as a symbol that represents an equivalence relation between two quantities…”  Using the Sweet Algebra handout, find out how much candy is in each bag Partners for Mathematics Learning

4 Sweet Algebra Meaningful Practice “Helping students acquire a view
4 Meaningful Practice Sweet Algebra “Helping students acquire a view of the equal sign as a symbol that represents an equivalence relation between two quantities…”  How does this activity help students with their understanding of the equal sign? Partners for Mathematics Learning

5 Sweet Algebra  How is variable used in this problem?
5 Meaningful Practice Sweet Algebra  How is variable used in this problem?  As a quantity that varies and changes  As a specific unknown  As quantities that vary in relation to one another  How does this activity help students communicate relationships with symbols?  Which clues might pose difficulty for students to translate into symbols? Why is this? Partners for Mathematics Learning

6 Sticks and No Stones  Use toothpicks to build several stages
6 Sticks and No Stones Part One  Use toothpicks to build several stages of the pattern  Complete the handout as you determine the relationship between the stage number and the number of sticks Partners for Mathematics Learning

7 Sticks and No Stones Part One
7 Sticks and No Stones Part One  What is the purpose of questions like how many sticks in Stage 10? Stage 50?  How can teachers help students translate their pattern thinking into algebraic symbols?  Why are tasks like this important for the development of algebraic reasoning? Partners for Mathematics Learning

8 Sticks and No Stones  Complete Sticks and No Stones
8 Sticks and No Stones Part Two  Complete Sticks and No Stones Part Two Handout  Compare and contrast Part One and  Why might Part Two appear more challenging to a student? Partners for Mathematics Learning

9 Sticks and No Stones  Once students have had these
9 Sticks and No Stones  Once students have had these hands-on, structured experiences…  How could we design similar activities without the scaffolding?  What other kinds of problems naturally follow this type of tasks?  What questions could you ask that would reveal students’ thinking about the mathematics in these tasks? Partners for Mathematics Learning

10 An Inequality Story  Read the inequality story
10 An Inequality Story  Read the inequality story  As you are reading, circle, underline, or highlight phrases that represent inequality relationships  On the handout, choose 5 inequality phrases and translate to numeric and algebraic symbols Partners for Mathematics Learning

11 An Inequality Story  Share and compare your inequalities
11 An Inequality Story  Share and compare your inequalities with other members of your group  Complete the story using a minimum of 8 inequality relationships Partners for Mathematics Learning

12 An Inequality Story  How does using inequality relationships
12 An Inequality Story  How does using inequality relationships in the context of a problem help students understand the many meanings of inequality? Partners for Mathematics Learning

13 Taco Twister  Pass out the clues to each member
13 Taco Twister  Pass out the clues to each member of your group  You may not look at anyone else’s clue  If you have a question, check with your group first  Be sure everyone participates Partners for Mathematics Learning

14 Taco Twister  Using the cards, each group is
14 Taco Twister  Using the cards, each group is to decide how many tacos Nick ate  Remember you may not look at any card except for your own  You must communicate the information on your card to the other group members Partners for Mathematics Learning

15 Taco Twister How many tacos did Nick eat?  Justify your solution
15 Taco Twister How many tacos did Nick eat?  Justify your solution Partners for Mathematics Learning

16 Taco Twister  What challenges did you face finding
16 Taco Twister  What challenges did you face finding a solution?  Why is it important for students to understand and interpret a solution to an inequality?  What other real world situations may have a range of solutions? Partners for Mathematics Learning

17 Taco Twister  How would you use this activity
17 Taco Twister  How would you use this activity in your classroom?  How could you modify this activity to meet the needs of struggling learners?  How could you make this activity more challenging? Partners for Mathematics Learning

18 Reflection  What does this quote say to you regarding
18 Reflection “Algebraic thinking encompasses the set of understandings that are needed to interpret the world by translating information or events into the language of mathematics in order to explain and predict phenomena.” ( Lessons for Algebraic Thinking , Lawrence and Hennesey)  What does this quote say to you regarding the teaching and learning of algebra in your classroom? Partners for Mathematics Learning

19 Renee Cunningham Kitty Rutherford Robin Barbour Mary H. Russell
19 DPI Mathematics Staff Everly Broadway, Chief Consultant Renee Cunningham Kitty Rutherford Robin Barbour Mary H. Russell Carmella Fair Johannah Maynor Amy Smith Partners for Mathematics Learning is a Mathematics-Science Partnership Project funded by the NC Department of Public Instruction. Permission is granted for the use of these materials in professional development in North Carolina Partners school districts. Partners for Mathematics Learning

20 PML Dissemination Consultants
20 PML Dissemination Consultants Susan Allman Julia Cazin Ruafika Cobb Anna Corbett Gail Cotton Jeanette Cox Leanne Daughtry Lisa Davis Ryan Dougherty Shakila Faqih Patricia Essick Donna Godley Cara Gordon Tery Gunter Barbara Hardy Kathy Harris Julie Kolb Renee Matney Tina McSwain Marilyn Michue Amanda Northrup Kayonna Pitchford Ron Powell Susan Riddle Judith Rucker Shana Runge Yolanda Sawyer Penny Shockley Pat Sickles Nancy Teague Michelle Tucker Kaneka Turner Bob Vorbroker Jan Wessell Daniel Wicks Carol Williams Stacy Wozny Partners for Mathematics Learning

21 2009 Writers Partners Staff Kathy Harris Rendy King Tery Gunter
21 2009 Writers Partners Staff Kathy Harris Rendy King Tery Gunter Judy Rucker Penny Shockley Nancy Teague Jan Wessell Stacy Wozny Amanda Baucom Julie Kolb Freda Ballard, Webmaster Anita Bowman, Outside Evaluator Ana Floyd, Reviewer Meghan Griffith, Administrative Assistant Tim Hendrix, Co-PI and Higher Ed Ben Klein , Higher Education Katie Mawhinney, Co-PI and Higher Ed Wendy Rich, Reviewer Catherine Stein, Higher Education Please give appropriate credit to the Partners for Mathematics Learning project when using the materials. Jeane Joyner, Co-PI a nd Project Director Partners for Mathematics Learning

22 Module 4 PARTNERS for Mathematics Learning Grade 7 Partners


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