1. Math Department Meeting 1-28-13

2. Derek Pipkorn Maria D'Amato Rachel Strutz Amanda Larson NCTM

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

4. Conceptual Understanding Procedural Fluency Application Balanced Math Instruction

5. 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:

6. 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) http://www.math.utah.edu/~pa/math.html What is "conceptual understanding"?

7. 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

8. Strategies to Teach Conceptual Understanding

9. Strategy 1: Vocabulary Building

10. 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

11. Frayer Model Strategy 1: Vocabulary Building

12. Common Core Tool Box http://www.ccsstoolbox.com/?3e3ea140 BuzzMath http://www.buzzmath.com/TableOfCont ents/#id=CC06E970 Illuminations http://illuminations.nctm.org/ Strategy 2: Visual Support

13. 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

14. 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

15. Resources http://www.ccsstoolbox.com/?3e3ea140 http://www.buzzmath.com/TableOfContent s/#id=CC06E970 http://www.buzzmath.com/TableOfContent s/#id=CC06E970 http://mathsnacks.com/index.php http://www.edu.gov.mb.ca/k12/cur/math/c _u/index.html http://www.edu.gov.mb.ca/k12/cur/math/c _u/index.html http://illuminations.nctm.org/ActivitySearch.aspx http://illuminations.nctm.org/ActivitySearch.aspx Conceptual Understanding