You are on page 1of 17

# Why Do We Need This Stuff Anyway?

Transparency List examples of how we use numbers in everyday life.

TEXTEAMS Rethinking Middle School Mathematics: Numerical Reasoning

Transparency-5

the points are divided evenly between the members of the group. Each group is able to earn points through a variety of activities.What’s the Point? Transparency The students in Miss Faith’s math class are divided into groups. What are the advantages and disadvantages of recording this division in integer quotient and remainder form? In fraction form? In decimal form? TEXTEAMS Rethinking Middle School Mathematics: Numerical Reasoning Transparency-9 . At the end of a certain time period.

4 TEXTEAMS Rethinking Middle School Mathematics: Numerical Reasoning 2 5 2 5 11 .What’s the Point? Transparency Picture (quotient with remainder) Integer Quotient with Remainder Picture (fraction quotient) 2 R2 Fraction Decimal Quotient Quotient Dividend Divisor 12 5 12 5 or 2 25 2.

0 3 4 1 2 7 7 8 1 2 1 5 1 6 6 7 1 9 1 4 2 5 5 6 1 3 4 9 2 4 4 5 1 7 3 8 1 10 24 TEXTEAMS Rethinking Middle School Mathematics: Numerical Reasoning .

3 10 1 12 2 15 5 16 4 19 1 11 5 12 2 17 15 16 2 3 6 11 11 12 6 17 1 8 10 11 3 13 8 15 7 18 0.30 Transparency-25 TEXTEAMS Rethinking Middle School Mathematics: Numerical Reasoning .2 0.

5 0.050.1 1.10 0.40 0.1 0.8 0.0 1.20 TEXTEAMS Rethinking Middle School Mathematics: Numerical Reasoning Transparency-26 .9 1.3 0.0 0.32 0.50 0.59 0.6 0.7 0.010.1 0.0.4 0.

80 0.100.460.0.670.08 0.700.901.17 TEXTEAMS Rethinking Middle School Mathematics: Numerical Reasoning Transparency-27 .200.921.750.83 0.600.051.001.

10% 20% 50% 60% 90% 100% 33 % 75% 66 % 25% TEXTEAMS Rethinking Middle School Mathematics: Numerical Reasoning 30% 70% 80% 40% 25% 37 1 3 2 3 .

Pepper Pepsi Other Favorite Music Rock Country Rap Alternative Other # Ratio # Ratio Favorite Color Green Blue Red Other # Ratio TEXTEAMS Rethinking Middle School Mathematics: Numerical Reasoning Transparency-46 .And Around We Go! Interest Inventory Transparency Favorite Sport Football Baseball Basketball Other # Ratio Favorite Soft Drink Coca Cola Dr.

85 .91 +.43 1.4 .34 .7 +.25 .5 +. When you questioned the student about the last problem.Four-Tenths Plus Seven-Tenths Is Eleven-Tenths Transparency 1 Suppose one of your students turned in this work.11 TEXTEAMS Rethinking Middle School Mathematics: Numerical Reasoning Transparency-71 .6 .75 .8 .47 .2 +. the response was “four tenths plus seven tenths is eleventh tenths.” What approach would you use to help this child correct the error? .38 +.

After step 3 is completed. 4. 2. Each participant will debrief the other members on what they learned from working with the four models and the error in their problem TEXTEAMS Rethinking Middle School Mathematics: Numerical Reasoning Transparency-77 . participants working with the same problem will meet to discuss their experience with the four different types of models. 1. Each group member will select a different problem from the chart on Transparency 1. Each participant will rotate through the four centers considering how the different model(s) would work with the error in the problem they selected. When step 2 is completed. participants will return to their original groups. 3.Four Tenths plus Seven Tenths is Eleven Tenths Transparency 2 We will use the jigsaw approach to rotate through the centers and share information with other group members.

Does One-and-One Make Two? Transparency In basketball. has made a total of seven fouls. Suppose Michelle makes 50% of the free throws she attempts. 1 point. What is the probability she will make 2 points. or 0 points? TEXTEAMS Rethinking Middle School Mathematics: Numerical Reasoning Transparency-83 . they will get a second free throw if they make the first one. Team A is in what is known as a oneand-one situation when the opposing team. Each time Team A goes to the free throw line. Team B.

Suppose Michelle makes half of the free throws she attempts. 1 point. Today half of those forests are gone. In basketball. What fractional part of the earth’s land is now covered in forests? 2. or 0 points? TEXTEAMS Rethinking Middle School Mathematics: Numerical Reasoning Transparency-97 .More or Less? Transparency 1. Each time Team A goes to the free throw line. what is the probability she will make 2 points. they will get a second free throw if they make the first one. Team B. Three-fifths of the earth’s land was once covered in forests. Team A is in what is known as a one-and-one situation when the opposing team. has made a total of seven fouls.

understands the effects of operating on numbers f. subtraction. develops meaning for numbers and operations a. understands that number size is relative d. connects addition. and division with actions arising in real-world situations e.Final Reflections Transparency 1: Organizing Our Ideas (from R. NCSM. connects numerals with situations from life experiences b. knows that numbers have multiple interpretations c. creates appropriate representations for operations TEXTEAMS Rethinking Middle School Mathematics: Numerical Reasoning Transparency-175 . creates appropriate representations for numbers g. Charles and J. p. multiplication. 1998. 13) A Numerically Powerful Child 1. Lobato’s Future Basics: Developing Numerical Power.

relates computations to quantities in real-world situations f. relates the operations of addition. connects numbers to the quantities that the numbers are used to measure c. seeks to understand relationships among quantities in real-world situations e. subtraction. Charles and J. 13) A Numerically Powerful Child 2. 1998. makes sense of numerical and quantitative situations a. and division to a range of quantitative situations d. Lobato’s Future Basics: Developing Numerical Power. p. assesses whether the result of a calculation makes sense in the context of the numbers and real-world quantities involved TEXTEAMS Rethinking Middle School Mathematics: Numerical Reasoning Transparency-176 .Final Reflections Transparency 2: Organizing Our Ideas (from R. NCSM. expects numerical calculations to make sense b. multiplication.

looks for relationships among numbers and operations a.Final Reflections Transparency 3: Organizing Our Ideas (from R. decomposes or breaks apart numbers in different ways b. Charles and J. 13) A Numerically Powerful Child 3. NCSM. knows how numbers are related to other numbers c. Lobato’s Future Basics: Developing Numerical Power. 1998. p. understands how the operations are connected to each other TEXTEAMS Rethinking Middle School Mathematics: Numerical Reasoning Transparency-177 .

understands computational strategies and uses them appropriately and efficiently a. NCSM. correctly performs the steps in an algorithm and discusses the underlying ideas and important relationships used b. often uses a variety of calculation strategies. makes a conscious effort to complete calculations using prior knowledge and simpler calculations c. 1998. 13) A Numerically Powerful Child 4. p. Lobato’s Future Basics: Developing Numerical Power.Final Reflections Transparency 4: Organizing Our Ideas (from R. Charles and J. even when completing calculations involving the same operation TEXTEAMS Rethinking Middle School Mathematics: Numerical Reasoning Transparency-178 .