Presentation is loading. Please wait.

Presentation is loading. Please wait.

Introducing the Math Icons TK – 3rd

Published byLars-Olof Magnusson Modified over 5 years ago

Similar presentations

Presentation on theme: "Introducing the Math Icons TK – 3rd"— Presentation transcript:

1 Introducing the Math Icons TK – 3rd
Copyright © 2006 Melanie Montgomery

2 Applications Copyright © 2006 Melanie Montgomery

3 Balance Copyright © 2006 Melanie Montgomery

4 Conversion Copyright © 2006 Melanie Montgomery

5 Expressions Copyright © 2006 Melanie Montgomery

6 Extensions Copyright © 2006 Melanie Montgomery

7 Imbalance Copyright © 2006 Melanie Montgomery

8 Inquiry Copyright © 2006 Melanie Montgomery

9 Proofs Copyright © 2006 Melanie Montgomery

10 Strategies Copyright © 2006 Melanie Montgomery

11 What are Proofs? Oftentimes in math we are asked to provide an answer to a question or questions. Inverse operations can validate our assertions with respect to calculations that are right on target. When we provide evidence to substantiate a claim, that’s proof. Our solutions and our checks are our proofs. Copyright © 2006 Melanie Montgomery

12 What are Strategies? Every problem necessitates a strategy. How are we going to solve this? What steps do we need to take if we want to arrive at a correct or reasonable conclusion? As we are deciding how to attack a problem, we are strategizing. We’re getting our troops in order. We’re recalling other battles, remembering what worked and what didn’t, and thinking about which plans were most efficient and which plans have landed us on long roads to nowhere. A good strategy gets us from A to B (without having to visit C or D). Copyright © 2006 Melanie Montgomery

13 Expressions Related Terms
constant define label representation symbol value variable Copyright © 2006 Melanie Montgomery

14 Inquiry Related Terms challenge debate examine exploration hypothesize
postulate research theorize Copyright © 2006 Melanie Montgomery

15 Applications Key Questions:
How do _____ applications relate to the real world? Which real life activities rely on ________? Why might it be important/beneficial to understand ____? Which professions require a working knowledge of _____? When might I use _____ to _____? Copyright © 2006 Melanie Montgomery

16 Balance Key Questions: What are the equal values?
Are ____ and ____ worth the same amount? How does symmetry manifest itself in ____? Can we make (2? 3? 4?) groups each with the same value? How many of each ____ would produce balance? What makes _____ symmetrical? Copyright © 2006 Melanie Montgomery

17 Conversion Key Questions: Why might we express ____ as ____?
How else can we express ____? When might ____ be most useful? How are ____ and ____ related? Copyright © 2006 Melanie Montgomery

18 Expressions Key Questions: Can you give ____ a nickname?
Why might a person use ____ to represent ____? How else might you represent this value? How are ____ and ____ related? What does the term ____ assume? How does ____ help us to ____? Copyright © 2006 Melanie Montgomery

19 Extensions Key Questions: Where did ____ originate?
How much further can we take ____? What comes before ____? After ____? What is the purpose behind ____? How does additional data influence? What conclusions can be drawn from ____? Copyright © 2006 Melanie Montgomery

20 Imbalance Key Questions: Which amount is greatest?
Which ____ has the least value? Is there a remainder? What does a remainder imply? Why are there (2? 3? 4?) left over? How many ____ make one ____? How are ____ and ____ related? Copyright © 2006 Melanie Montgomery

21 Inquiry Key Questions: What does ____ assume?
Why does ____ work this way? Will ____ work in all situations? What other ways are there to arrive at the same answer? What conclusions can be drawn from ____? How are ____ and ____ related? I wonder if .... Copyright © 2006 Melanie Montgomery

22 Proofs Key Questions: How do you know ____? Does ____ make sense?
What evidence is there to support ____? How does ____ compare with ____? How are the question and the answer related? Why don’t we arrive at a correct answer when we ____? How can we check for ____? Copyright © 2006 Melanie Montgomery

23 Strategies Key Questions: Which information is relevant? Irrelevant?
Is there something missing? Something we still need to find out? Have we solved other problems like this one? How did we approach those problems? Which cue words help us to know how to solve ____? Do you see a pattern? Explain. What steps do we need to take to solve ____? Copyright © 2006 Melanie Montgomery

24 Balance Related Thinking Skills
classify describe generalize group make analogies observe relate Copyright © 2006 Melanie Montgomery

25 Balance Related Thinking Skills
classify describe generalize group make analogies observe relate Copyright © 2006 Melanie Montgomery

26 Imbalance Related Symbols
< > + - x ÷ ≠ ~ ~ Copyright © 2006 Melanie Montgomery

27 Inquiry Related Resources
dictionary encyclopedia graph Internet periodical map thesaurus Copyright © 2006 Melanie Montgomery

28 4+2 Copyright © 2006 Melanie Montgomery

29 4+2 + = 4 + 2 = 6 + = Copyright © 2006 Melanie Montgomery

30 4+2 4 + 2 5 4 + 2 > 5 = 4 + 2 = 7 4 + 2 < 7 + = Copyright © 2006 Melanie Montgomery

31 4+2 I can use my fingers I can use a number line
I can use counting bears I can use tally marks Copyright © 2006 Melanie Montgomery

32 4+2 I will set the table for my family of four plus two guests. I need six plates, six forks, and six cups. My mom says that I can invite four friends from school and two friends from soccer to my birthday party. I need to make six invitations. Copyright © 2006 Melanie Montgomery

33 4+2 6 cm. 2 6 cm. 2 Copyright © 2006 Melanie Montgomery

34 Melanie Montgomery melanie.n.montgomery@gmail.com
Copyright © 2006 Melanie Montgomery

Download ppt "Introducing the Math Icons TK – 3rd"

Similar presentations

Level 1 Recall Recall of a fact, information, or procedure. Level 2 Skill/Concept Use information or conceptual knowledge, two or more steps, etc. Level.

Level 1 Recall Recall of a fact, information, or procedure. Level 2 Skill/Concept Use information or conceptual knowledge, two or more steps, etc. Level.
This expression is a statement. What are we going to do today? Today, we: ______________________________ _____________________________. Checking for Understanding.

This expression is a statement. What are we going to do today? Today, we: ______________________________ _____________________________. Checking for Understanding.
Thinking, reasoning and working mathematically

Thinking, reasoning and working mathematically
What to do to do well in this class A.Focus on key physics concepts May seem like basics but will help you solve even complex problems Focus on principle.

What to do to do well in this class A.Focus on key physics concepts May seem like basics but will help you solve even complex problems Focus on principle.
 A math journal is one of the best ways to introduce writing into your math class.  It helps students stretch their thinking and make sense of problems.

 A math journal is one of the best ways to introduce writing into your math class.  It helps students stretch their thinking and make sense of problems.
LinearRelationships Jonathan Naka Intro to Algebra Unit Portfolio Presentation.

LinearRelationships Jonathan Naka Intro to Algebra Unit Portfolio Presentation.
Grade 2 - Unit 1 Lesson 1 I can retell, draw, and solve story problems. I can recognize math as a part of daily life. Lesson 2 I can create story problems.

Grade 2 - Unit 1 Lesson 1 I can retell, draw, and solve story problems. I can recognize math as a part of daily life. Lesson 2 I can create story problems.
Number Sense Standards Measurement and Geometry Statistics, Data Analysis and Probability CST Math 6 Released Questions Algebra and Functions 0 Questions.

Number Sense Standards Measurement and Geometry Statistics, Data Analysis and Probability CST Math 6 Released Questions Algebra and Functions 0 Questions.
Standards for Mathematical Practice #1 Make sense of problems and persevere in solving them. I can: explain the meaning of a problem. choose the right.

Standards for Mathematical Practice #1 Make sense of problems and persevere in solving them. I can: explain the meaning of a problem. choose the right.
 From here to there and back again  Counts steps  Measures distance.

 From here to there and back again  Counts steps  Measures distance.
12-3 6 th grade math Area of Triangles. Objective To find the area of triangles Why? To know how to use formulas and evaluate variable expressions using.

th grade math Area of Triangles. Objective To find the area of triangles Why? To know how to use formulas and evaluate variable expressions using.
What is Science? Science is  A way of learning about the natural world through observations and logical reasoning.  This information can grow and change.

What is Science? Science is  A way of learning about the natural world through observations and logical reasoning.  This information can grow and change.
 1. What are the next two numbers in this pattern?1.2, 1.9, 2.6, 3.3, 4.0, …  A. 4.2, 4.9  B. 4.7, 5.4  C. 4.7, 5.7  D. 5.2, 5.9.

 1. What are the next two numbers in this pattern?1.2, 1.9, 2.6, 3.3, 4.0, …  A. 4.2, 4.9  B. 4.7, 5.4  C. 4.7, 5.7  D. 5.2, 5.9.
Create a 5 Whys. Think about the purpose of maths and what type of mathematical learners you wish to create in the classroom.

Create a 5 Whys. Think about the purpose of maths and what type of mathematical learners you wish to create in the classroom.
Introducing and Implementing the Math Icons JWMS April 3, 2013 Erik Mickelson.

Introducing and Implementing the Math Icons JWMS April 3, 2013 Erik Mickelson.
Math Icons Deeper, Broader Understanding of Math Concepts.

Math Icons Deeper, Broader Understanding of Math Concepts.
#1 Make sense of problems and persevere in solving them How would you describe the problem in your own words? How would you describe what you are trying.

#1 Make sense of problems and persevere in solving them How would you describe the problem in your own words? How would you describe what you are trying.
Science Fair Project Type your project title in place of the title Your name(s) Your teacher’s name(s) Your school.

Science Fair Project Type your project title in place of the title Your name(s) Your teacher’s name(s) Your school.
Lenape School District Day 3 June 27, Teaching for Understanding- Stage 3 What are the instructional strategies that support understanding based.

Lenape School District Day 3 June 27, Teaching for Understanding- Stage 3 What are the instructional strategies that support understanding based.
Key Updates. What has changed? National Curriculum Early Years baseline assessment SATS Teacher Assessments Assessment without levels, expected standards.

Key Updates. What has changed? National Curriculum Early Years baseline assessment SATS Teacher Assessments Assessment without levels, expected standards.

Similar presentations

Ads by Google