1. Perplexities and High order Thinking in Math Yadira Cavazos Sofia Quiroga

2. The competition begins.. Imagine that you are trekking through a remote jungle when you are captured by cannibals. You are brought before the chief and told, “You may now speak your last words. If your statement is true, then we will burn you at the stake. If your statement is false, we will boil you in oil.” Logically, what statement can you make to ensure that the cannibals have to let you go?

3. One more question..  When will you use math this weekend??

4. What is the difference? Boredom: they don’t know and they don’t want to know Confusion: They don’t know something and doesn’t believe in its power.. Perplexity: They don’t know it, they want to know it and once they know it they believe in its power.

5. 5 Symptoms That You’re Teaching Math  Lack of initiative  Lack f perseverance  Lack of retention  Aversion to word problems  Eagerness for formula

6. What do we need to do?  Take a picture of a real world scenario  Question in the bottom of the page should be the first thing to show  Take interest  Our goal: let math be a conversation, let them to debate.

7. Dan Meyer  http://www.cleanvideosearch.com/medi a/action/yt/watch?v=NWUFjb8w9Ps http://www.cleanvideosearch.com/medi a/action/yt/watch?v=NWUFjb8w9Ps

8. 5 tips:  Use multimedia  Encourage student intuition  Ask the shortest question you can  Let students build the problem  Be less helpful. “We need more, patient, problem solvers”

9. Process + content=Product  Process is the action verb  Content is the material we cover  Product is what students will turn in.

10. The 5 steps  Inciting incident  Confrontation  Climax  Decision  Resolution

11. High Order Thinking Assemble, generate, assemble, formulate Judge, select, support, debate, test Demostrate, interpret, solve, use, convert Contract. Criticize, differentiate, question

12. Odd one out  The teacher displays four items  One time does not belong in the set based on a specific attribute  Students determine the Odd One out and the reason why  Teammates share in Round Robin style  Team reaches a consensus on the Odd one out  Class discussion

13. Logic Line-Up  Each team receives item cards  A logic leader is selected for each problem  Teammates line up shoulder to shouder holding item cards  The logic leader verbalized how teammates should line up, according to what he/she deduces from clues