Teaching Math
Jan. 8
What experiences with math stand out in your memory?
Golf course project
Architecture project
Math 218
How have those experiences shaped your perceptions of and attitudes toward m
MTED 2200 Final Exam Review
Addition and Subtraction
Problem types
o
Join
Result unknown
(x + y = ?)
Change unknown
(x + ? = z)
Start unknown (? + y = z)
Separate
Result unknown
(x y = ?)
Change unkno
Teaching Math
Feb. 19
5 practices model of orchestrating a discussion:
Anticipating
Monitoring
Selecting
Sequencing
Connecting
Advancing questions further discussion with students by leading them alon
Teaching Math
Feb. 5
Thompsons most useful strategies for addition and subtraction 0-20:
o
124
o (8+2)+4
o
(122)2
o 10+4
o
102
o 14
Bridging through 10
o 8+6
o
8
Partitioning/splitting
o 11
o 1 and 10
Teaching Math
Apr. 16
Fractions overview:
Fractions are a way of writing numbers in the form of a/b where b is not 0
The value of any fraction is determined by the multiplicative relationship between
Teaching Math
Feb. 26
Use textbooks as a basis for lesson progression, not as the main instructional tool
Big ideas:
Establish understanding of the attribute to be measured
Provide opportunities for e
Teaching Math
Mar. 19
Problem string for complementary addition:
23 20
32 28
45 36
52 35
84 47
The distributive property and landmarks, more or less:
10 x 13
11 x 13
9 x 13
20 x 13
22 x 13
18 x 13
Ext
Teaching Math
Mar. 26
Multiplication and division problem types:
Multiplication
o Dont know the product
o Example Peter has 6 bags of peaches. There are 3 peaches in each bag. How
many peaches does Pe
Teaching Math
Jan. 22
Recommendations for math teachers:
Use multimedia
Encourage student intuition
Ask the shortest question you can
Let students build the problem
Be less helpful
Quality tasks:
Enco
Teaching Math
Apr. 9
Common Core Mathematical Practices:
1. Make sense of problems and persevere in solving them.
Students can:
Explain problem to themselves
Make a plan to solve the problem
Persevere