By Nancy Canavan Anderson, Visit Amazon's Lainie Schuster Page, search results, Learn about Author Central, Lainie Schuster,
"Good questions" - or open-ended questions - advertise scholars' mathematical pondering, realizing, and talent. by way of asking cautious, practical questions, lecturers create dynamic studying environments, aid scholars make experience of math, and resolve misconceptions. This invaluable e-book features a big variety of fine questions for school room use and provides lecturers easy methods to create open-ended questions in their personal.
Read Online or Download Good Questions for Math Teaching: Why Ask Them And What to Ask, Grades 5-8 PDF
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Extra resources for Good Questions for Math Teaching: Why Ask Them And What to Ask, Grades 5-8
Students should also interpret each ratio they write using phrases associated with ratios. Last year the Salem Sluggers won nine out of every thirteen games Kristina thinks this means that they won nine in a row and then lost four in a row Do you agree or disagree? Why? This question confronts the misconception that the comparison of games won to those played describes the games consecutively. To help students with this misconception, ask them to describe a sequence of wins and losses in a twentysix-game season that results in a nine-to-thirteen ratio.
Carefully crafted questions can help support our students as they work toward conceptual and procedural understanding of rational numbers. qxd 07/29/2005 ■ ■ ■ ■ ■ ■ 10:13 AM Page 48 fractions dot paper (see Blackline Masters) pattern blocks pattern block templates pattern block figure (see Blackline Masters) 6-by-6-inch template (see Blackline Masters) scissors Much time is spent studying fractions, decimals, and percents in the fifth and sixth grades. It has become increasingly evident that fractions, decimals, and percents are too often manipulated by rote by both teachers and students rather than by conceptual and procedural understandings.
Qxd 07/23/2005 12:10 AM Page 35 There are several procedures that could be employed, such as 58 ϫ 46 ϭ (50 ϩ 8) ϫ (40 ϩ 6). There will be four multiplications: 50 ϫ 40 50 ϫ 6 8 ϫ 40 8ϫ6 Changing the factors to 60 ϫ 46 is also a possibility. Some interesting and valuable understandings, as well as misconceptions, about how to handle those two extra 46s can come about using this strategy. Since we have added two extra 46s, now what do we do with them to get back to our original problem? The application of and generalizations made about the distributive property are more important than the recitation of the property itself at the fifth- and sixth-grade levels.
Good Questions for Math Teaching: Why Ask Them And What to Ask, Grades 5-8 by Nancy Canavan Anderson, Visit Amazon's Lainie Schuster Page, search results, Learn about Author Central, Lainie Schuster,