Wednesday, November 8, 2017
Reviewing the Roles of a Teacher in the Four Phases of a Problem-Solving Math Lesson
Brainstorm for Summing Up
Here’s our group brainstorm of what students could get out of this activity. We can’t do it all, but I thought the list might help you:
- scaling (seeing it visually and within the formula)
- What happens when you…? (looking for structure in expressions)
- testing if something is true or false – students being scientists
- having strategies for testing validity of statements: (1) using the same number for the same values – like Daphne using 3 for the radius in the different shapes, (2) just trying numbers, (3) using what you come up with – like if you double something in a formula, use what you learn when considering what happens when…
- connections between the different formula
- engaging experience using the formulas on the HSE exam reference sheet
- the understanding that volume is not shape dependent (the way students sometimes define area as LxW)
- creating function tables from one of the statements
Brainstorm for Student Challenges to Address/Draw Out in Problem-Posing and Launch
Here are some of the obstacles we identified that students might have for the T/F statement activity:
- vocabulary
- exponents
- pi
- fractions (4/3)
- order of operations (in surface area formula)
