NCTM\u2019s 1989 Standards presentation.pptx - NCTMs 1989 Standards Intro and standards for grades 5-8 Aaron Bonacorso Elizabeth Something-something 13

NCTMu2019s 1989 Standards presentation.pptx - NCTMs 1989...

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NCTM’s 1989 Standards: Intro and standards for grades 5-8 Aaron Bonacorso Elizabeth Something-something
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13 curriculum standards for grades 5-8 Math as problem solving Math as communication Math as reasoning Mathematical connections Number and number relationships Number system and number theory Computation and estimation Patterns and functions Algebra Statistics Probability Geometry Measurement
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An ideal 5 to 8 math curriculum would expand students’ knowledge of numbers, computation, estimation, measurement, geometry, statistics, probability, patterns and functions, and fundamental algebra
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Why we need a broader math curriculum: The basic skills needed today and forward require more than computation proficiency Ability to recognize need for concepts and skills
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Materials needed in the classroom: Manupulatives and supplies (geoboards, compasses, pattern blocks, scissors…) Appropriate resource materials Calculators with approriate functions At least one computer
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Standard 1: Math as problem solving Understand content using problem solving approaches Different problems from situations within and outside mathematics Multistep and non routine problems to create varieties of trategies Verify and interpret results Generalize solutions to new situations Confidence in using math
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Example -How many handshakes will occur at a party of every one of the 15 guests shakes hands with each of the others? -Maria used her calculator to explore this problem: select 5 digits at random, and then use those digits to make one 2-digit and one 3-digit number, and multiply those two numbers to get the largest number possible. Then do the same but looking for the smallest number possible.
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Standard 2: math as communication Model situations using different examples in oral, written, concrete, and pictoral forms. Clarify thinking about math ideas and situations Common understanding of math ideas Use skills of viewing reading and listening Discuss mathematical ideas to make arguments Appreciate values of mathematical notations
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Example A national magazine surveyed teenagers to determine the number of hours of TV they watched each day. How many hours do you think the magazine reported?
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