What Does Good Teaching Look Like Scott Adamson
- Slides: 28
What Does Good Teaching Look Like? Scott Adamson, Ph. D. sadamson 23@gmail. com getrealmath. wordpress. com
Backwards Bike • https: //www. youtube. com/watch? v=MFz. Da. Bz. Bl. L 0
Discussion Reflect on your experiences as a student and teacher… • What does good teaching look like? • What might we see happening in a classroom that exhibits “good teaching”? • What might we hear in a classroom that exhibits “good teaching”? • Create a list…
Standards for Mathematical Practices 1. 2. 3. 4. 5. 6. 7. 8. Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.
Standards for Mathematical Practices 1. 2. 3. 4. 5. 6. 7. 8. Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.
What Does It Look/Sound Like? What is the teacher doing? What are students doing?
Subtraction •
Subtraction •
Subtraction What does subtraction mean? Write two real-world scenarios where the operation of subtraction is necessary. Each scenario should represent a different way of thinking of subtraction.
Subtraction 5– 3 =2 + + +
Subtraction 5– 3 =2 + + + e m a s + + e c n e r e f f i d
Subtraction – 5 – (– 3)= – 2 − − − e m a s − − e c n e r e f f i d
Subtraction – 5– 3=– 8 + + + e m sa − − − e c n e r e f f i d − −
Subtraction 5 – (– 3) = 8 − − − e m sa + + + e c n e r e f f i d + +
Subtraction on the Number Line • 5– 2 5 is 3 units to the right of 2 on the number line, therefore 5 – 2 = 3.
Subtraction on the Number Line • 2– 5 2 is 3 units to the left of 5 on the number line, therefore 2 – 5 = – 3.
Subtraction on the Number Line • – 5– 2 – 5 is 7 units to the left of 2 on the number line, therefore – 5 – 2 = – 7.
Subtraction on the Number Line • 2 – (– 5) 2 is 7 units to the right of – 5 on the number line, therefore 2 – (– 5) = 7.
Subtraction on the Number Line • 5 – (– 2) 5 is 7 units to the right of – 2 on the number line, therefore 5 – (– 2) = 7.
Subtraction on the Number Line • – 2 – 5 – 2 is 7 units to the left of 5 on the number line, therefore – 2 – 5 = – 7.
Subtraction on the Number Line – 5 – (– 2) – 5 is 3 units to the left of – 2 on the number line, therefore – 5 – (– 2 )= – 3.
Subtraction on the Number Line – 2 – (– 5) – 2 is 3 units to the right of – 5 on the number line, therefore – 2 – (– 5 ) = 3.
Commit Consider Math Practices #1, #3, #6 again…discuss how you can work to support student development of these three math practices in your teaching practice this upcoming year. 1. 2. 3. 4. 5. 6. 7. 8. Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.