Marian Big Ideas K-3

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Marian Big Ideas K-3

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You are on page 1of 89

BigIdeasK 3

Marian Small

February 2009

Gettingto20

want as long as you always take the same size jump.

HowWouldYouUseStudent

ResponsestoThatTask?

way?

then 8, then 12, Who took more jumps? Why?

NoticeTheContrast

proceed- how to count. If I do that, its much harder to

think about the fact that there are always different ways

to count.

WhatareBigIdeas?

problems, concepts, or ideas that we want students to

learn.

idea like a fraction only makes sense if you know the

whole of which it is a fraction.

enduring understandings.

Advantages?

MakingBigIdeasExplicit

we do not bring them to the students attention.

in a lesson are, even if they know the lesson goal.

WhatDoesTheTeacherDo

Differently?

S/he thinks about what the big idea really is and then sets

a task and asks a question to ensure it explicitly comes

out, often toward the end of the lesson so that it stays

with the student.

TryThis

How many are in each group? How did you know?

10

BigIdea1

dont always) count to determine the size of a group

11

BigIdea3

12

WhyDoesItMatter?

numbers in different ways? For example, what do these

four representations of 4 describe about 4?

13

BigIdea4

Work in pairs.

greater and why.

14

15

BigIdea1

Group 1

Group 2

16

BigIdea1

numbers beyond 10 or 20 is often based on creating

subgroups and counting these.

17

18

MoreOnBI1

On some tables, put 32 counters into ten frames. On other

tables, put 32 loose counters. Ask each group to tell how

many counters are there.

Then ask

19

YourTurn

We did not yet look at the big idea:

Students gain a sense of the size of numbers by comparing

them to meaningful benchmark numbers.

What could you have student do and what could you ask to

bring this out?

20

YourTurn

One idea:

21

WhatOperationWouldYouUse?

time, how many times could she go back to get cookies?

22

23

24

CreateAProblem

Create a story problem for each of these number

sentences.

Well then group them.

5 + 8 = 13

10 3 = 7

3 x 5 = 15

25

DifferentMeanings

26

Differentmeanings

27

Differentmeanings

28

DangerOfClue Words

29

TryThisComputation

30

SomePossibilities

31

TryThisComputation

32

SomePossibilities

The total added is 66.

adding 1.

33

WhatDoYouThinkOfThis?

200

- 134

134 = 100 30 4 = 66

34

WhatDoYouThinkOfThis?

200 = 199 + 1

- 134

- 134

65 + 1 = 66

35

WhatIsAPattern?

36

AllAboutPatterns

37

MakingNonPatterns

them on the idea that a pattern has to be about

regularity?

38

39

ContinuingAPattern

It could be 3, 5, 7, 3, 5, 7, 3, 5, 7,

3, 5, 7, 7, 5, 3, 3, 5, 7, 7, 5, 3, ..

3, 5, 7, 9, 11,

40

ContinuingAPattern

Number of

People

Number of Eyes

Is there more than one

way to express it?

41

ComparingPatterns

42

ArrangingRepeatingPatterns

43

ArrangingRepeatingPatterns

44

FindFourPatterns

could ask to see if the

student could use the

pattern more generally.

45

FindFourPatterns

46

FindFourPatterns

47

FindFourPatterns

48

FindFourPatterns

49

BuildingConjectures

first 30 numbers.

50

BuildingConjectures

not they are true.

51

WhatComesOutIf10GoesIn?

In

Out

11

14

17

3 x In + 2

52

53

RepresentingRelationships

four more than 6.)

54

RepresentingRelationships

picture? The picture should be useful no matter what

number you are doubling.

55

RepresentingRelationships

The picture has to work no matter what number you are

adding 4 to.

+4

For example:

56

RepresentingEquality

8 + 4 = + 5

57

StudentSuccessWithThatQuestion

58

AndSo

end up with the same amount you would if you added 8

and 4. What did you add? (BI 2)

equality as a relationship.

59

RepresentingEquality

2+1=

60

RepresentingEquality

61

RepresentingEquality

2+=5+3

62

RepresentingEquality

63

RepresentTheseandSolve

5+=8+3

+ =8

would verbally say these

equations to your

students.

64

UseTheBalanceToShow

That 10 is double 5.

65

Modelling Subtraction

66

WhichDoesntBelong?

67

68

BigIdeasinGeometry

shape and be ready to tell how you arranged yourself to

make it work: a triangle, a rectangle, an isosceles

triangle, a hexagon, a circle.

triangle than the hexagon?

69

BigIdeasinGeometry

70

BigIdeasinGeometry

When trapezoids touch, whole sides have to match.

71

BigIdeasinGeometry

72

BigIdeasinGeometry

73

YourTurn

We have not yet dealt with the big idea: Many of the attributes and

properties of 2-D shapes also apply to 3-D shapes.

What could you have students do and what could you ask to bring this

out?

74

ForExample

75

Length

each of the two pieces of yarn you have. Dont let your

partner see which is longer and curve the paths so its

not obvious. The partner estimates which is longer and

then tests.

more than one way to test?

76

BigIdeasinMeasurement

77

BigIdeasinMeasurement

78

BigIdeasinMeasurement

79

BuildingaLinePlot

people in the room have had their hair cut in the last

year.

80

WhatsTheGraphAbout?

What could these

graphs be about?

81

WatchTheVideo

82

BigIdeasinData

83

HowDoTeachersFigureOutWhat

TheBigIdeasAre?

84

ThenWhat?

You make sure you ask the question to bring out that big

idea.

85

HowDoYouFigureOutWhatTheBig

IdeasAre?

86

FromaResource

From

Big Ideas from

Dr. Small

87

FromaResource

From

Math Focus K-3

88

InSummary

connected whole.

also have to ask open and directed questions.

89

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