Where’s the Math? Where’s the Math? Dr. Janet H. Dr. Janet H. Caldwell Caldwell Rowan University Rowan University [email protected] [email protected]
Dec 12, 2015
Where’s the Math?Where’s the Math?
Dr. Janet H. CaldwellDr. Janet H. Caldwell
Rowan UniversityRowan University
[email protected]@rowan.edu
Where’s the Math?Where’s the Math?
Fraction ModelsFraction Models Models for MultiplicationModels for Multiplication Models for DivisionModels for Division Decimals, Ratio & PercentDecimals, Ratio & Percent
Sketch what you first seeSketch what you first see
One-halfOne-half Two-thirdsTwo-thirds Three-fourthsThree-fourths Three-fifthsThree-fifths One-sixthOne-sixth Two and a quarterTwo and a quarter Two and two-thirdsTwo and two-thirds
Sketch what you first seeSketch what you first see
One-halfOne-half Two-thirdsTwo-thirds Three-fourthsThree-fourths
Sketch what you first seeSketch what you first see
Two and a quarterTwo and a quarter Two and two-thirdsTwo and two-thirds
Fraction ModelsFraction ModelsPart of a WholePart of a Whole
SetSet Area or regionArea or region
CirclesCircles ClocksClocks RectanglesRectangles Pattern blocksPattern blocks StripsStrips
LengthLength Number lineNumber line RulerRuler
Other Meanings for Other Meanings for FractionsFractions
Part-wholePart-whole Values - eg, moneyValues - eg, money
DivisionDivision RatioRatio RateRate
WinsLosses
Web ResourcesWeb Resources
Fraction model appleFraction model applett
Equivalent fractionsEquivalent fractions Fraction gameFraction game
Make a triangle that is:Make a triangle that is:
¼ green and ¾ red¼ green and ¾ red
1/3 red and 2/3 green1/3 red and 2/3 green
““Understanding is the key to Understanding is the key to remembering what is learned remembering what is learned and being able to use it and being able to use it flexibly.”flexibly.”
- Hiebert, in Lester & Charles, - Hiebert, in Lester & Charles,
Teaching Mathematics through Teaching Mathematics through
Problem SolvingProblem Solving, 2004., 2004.
Computational FluencyComputational FluencyI thought seven 25’s - that’s 175.
Then I need seven 3’s or 21. So the answer
is 175 + 21 = 196
7 x 20 is 140
and 7 x 8 is 56
56 + 140 is 196
I did 7 x 30 first. That’s 210. Then take off seven 2’s or 14. So it’s 196.
7 x 28
Mixed Numbers, too!Mixed Numbers, too!
8 x 3 ¾8 x 3 ¾
8 x 3 = 248 x 3 = 24
64
24
4
38 x
24 + 6 = 3024 + 6 = 30
AlgebraAlgebra
(x + 1) (x + 2) (x + 1) (x + 2)
= x= x22 + 2x + x + 2 + 2x + x + 2
= x= x22 + 3x + 2 + 3x + 2
x + 2
x+
1
Sidetrip to Geometry - Sidetrip to Geometry - AreaArea
Counting squares on Counting squares on a grida grid
What’s the area?What’s the area?
Break it upBreak it up
Yellow (L) = ½ x 4 = 2Yellow (L) = ½ x 4 = 2
Blue = 2 x 3 = 6Blue = 2 x 3 = 6
Yellow (R) = ½ x 2 = 1Yellow (R) = ½ x 2 = 1
Orange = ½ x 2 = 1Orange = ½ x 2 = 1
Red = ½ x 4 = 2Red = ½ x 4 = 2
2 + 6 + 1 + 1 + 2 2 + 6 + 1 + 1 + 2
= 12 square units= 12 square units
Make a RectangleMake a Rectangle
Area of rectangleArea of rectangle
= 3 x 6 = 18 squares= 3 x 6 = 18 squares
Areas of trianglesAreas of triangles
UL: ½ x 4 = 2UL: ½ x 4 = 2
UR: ½ x 2 = 1UR: ½ x 2 = 1
LL: ½ x 4 = 2LL: ½ x 4 = 2
LR: ½ x 2 = 1LR: ½ x 2 = 1
Total = 6 squaresTotal = 6 squares
Area of pentagon Area of pentagon
= 18 – 6 = 12 sq.= 18 – 6 = 12 sq.
So?So?
Find the area of a Find the area of a triangle with base 10 triangle with base 10 and height 5.and height 5.
5
10
Area = (10 x 5) / 2Area = (10 x 5) / 2
= 25 sq. units= 25 sq. units
Fraction DivisionFraction Division
What is the whole if What is the whole if half is 1¾?half is 1¾?
1¾ Measurement modelMeasurement model
Need two pieces ofNeed two pieces of
size 1¾, so findsize 1¾, so find
1¾ x 2 = 3 ½1¾ x 2 = 3 ½1¾ 1¾ ÷÷ 2 = 2 = 1¾ x 21¾ x 2
= 3 ½= 3 ½
How many 1/2s are there How many 1/2s are there in 1¾? in 1¾?
How many cakes How many cakes can you make with can you make with 1 ¾ cups of sugar 1 ¾ cups of sugar if each cake if each cake requires ½ cup?requires ½ cup?
Partitive Model (Sharing)Partitive Model (Sharing)
1 ¾ 1 ¾ ÷ ½ = 3 ½ ÷ ½ = 3 ½
What’s the length?What’s the length?
The area of a field is The area of a field is 1 ¾ square miles.1 ¾ square miles.
Its width is ½ mile.Its width is ½ mile.A = 1 ¾A = 1 ¾ 1/21/2
Missing Factor Missing Factor ModelModel
½ x ___ = 1 ¾½ x ___ = 1 ¾
Percents Percents
A group of students has $60 to spend on dinner. They A group of students has $60 to spend on dinner. They know that the total cost, after adding tax and tip, will be 25% know that the total cost, after adding tax and tip, will be 25% more than the food prices shown on the menu. How much more than the food prices shown on the menu. How much
can they spend on the food so that the total cost will be can they spend on the food so that the total cost will be $60?$60?
A group of students has $60 to spend on dinner. They A group of students has $60 to spend on dinner. They know that the total cost, after adding tax and tip, will be 25% know that the total cost, after adding tax and tip, will be 25% more than the food prices shown on the menu. How much more than the food prices shown on the menu. How much
can they spend on the food so that the total cost will be can they spend on the food so that the total cost will be $60?$60?
$60
Cost of Food Taxand Tip
Percent BarPercent Bar
A group of students has $60 to spend on dinner. They A group of students has $60 to spend on dinner. They know that the total cost, after adding tax and tip, will be 25% know that the total cost, after adding tax and tip, will be 25% more than the food prices shown on the menu. How much more than the food prices shown on the menu. How much
can they spend on the food so that the total cost will be can they spend on the food so that the total cost will be $60?$60?
A group of students has $60 to spend on dinner. They A group of students has $60 to spend on dinner. They know that the total cost, after adding tax and tip, will be 25% know that the total cost, after adding tax and tip, will be 25% more than the food prices shown on the menu. How much more than the food prices shown on the menu. How much
can they spend on the food so that the total cost will be can they spend on the food so that the total cost will be $60?$60?
$60x
100% 125%
Another ApproachAnother Approach
A group of students has $60 to spend on dinner. They A group of students has $60 to spend on dinner. They know that the total cost, after adding tax and tip, will be know that the total cost, after adding tax and tip, will be
25% more than the food prices shown on the menu. How 25% more than the food prices shown on the menu. How much can they spend on the food so that the total cost will much can they spend on the food so that the total cost will
be $60?be $60?
A group of students has $60 to spend on dinner. They A group of students has $60 to spend on dinner. They know that the total cost, after adding tax and tip, will be know that the total cost, after adding tax and tip, will be
25% more than the food prices shown on the menu. How 25% more than the food prices shown on the menu. How much can they spend on the food so that the total cost will much can they spend on the food so that the total cost will
be $60?be $60?
DinnerDinner $40$40 $4$4 $8$8 $48$48
Tax & tipTax & tip $10$10 $1$1 $2$2 $12$12
TotalTotal $50$50 $5$5 $10$10 $60$60
More on PercentMore on Percent
Josie needs $40 for a new sweater. She Josie needs $40 for a new sweater. She has $24. What percent does she have has $24. What percent does she have of what she needs?of what she needs?
$40
100%
$24
? %
Using a TableUsing a Table
Josie needs $40 for a new sweater. Josie needs $40 for a new sweater. She has $24. What percent does She has $24. What percent does she have of what she needs?she have of what she needs?
NeedsNeeds $40$40 $40$40 $40$40
HasHas $4$4 $20$20 $24$24
PercentPercent 10%10% 50%50% 60%60%
Still more percentStill more percent
Jamal has 48% of his homework done. He Jamal has 48% of his homework done. He has done 12 problems. How many has done 12 problems. How many problems did the teacher assign?problems did the teacher assign?
12 ?
48% 100%
Still more percentStill more percent
Jamal has 48% of his homework done. He Jamal has 48% of his homework done. He has done 12 problems. How many problems has done 12 problems. How many problems did the teacher assign?did the teacher assign?
% done% done 48%48% 48%48% 48%48%
TotalTotal 100100 5050 2525
# done# done 4848 2424 1212
SO?SO?
PicturesPictures ManipulativesManipulatives Oral languageOral language Written symbolsWritten symbols TablesTables GraphsGraphs Relevant situationsRelevant situations
Which model(s) are Which model(s) are most meaningful for most meaningful for my students?my students?
Which models Which models promote more promote more powerful thinking?powerful thinking?
In what order should In what order should I use selected I use selected models?models?
Where’s the Math?Where’s the Math?
Models help students explore concepts Models help students explore concepts and build understandingand build understanding
Models provide a context for students to Models provide a context for students to solve problems and explain reasoning solve problems and explain reasoning
Models provide opportunities for students Models provide opportunities for students to generalize conceptual understanding to generalize conceptual understanding