Special Pre-order Offer! Introducing Introductory price: $69.95 (Save $20) Visit mathsolutions.com/atm4 Offer expires 4/30/15 “This is a timeless, treasure of mathematical understandings… these activities, coupled with hands-on trainings, can make a tremendous difference in the mathematical understanding of elementary and early middle school teachers.” “A gem that helps students acquire math understanding.” “Gives teachers the math background necessary to listen to students as they talk and write their way into understanding.” “Deep understanding of math is critical for teachers.” “I never liked math. I didn’t really know how to teach it either. After reading this book, I feel more confident about teaching math and I actually enjoy it. I love this method of instruction and my students love it too. But be careful, after reading this one you will want the other mathsolutions.com publications! — Amazon reviews, About Teaching Mathematics, Third Edition Also from Math Solutions and Marilyn Burns About Teaching Mathematics Professional Learning 3-, 4-, or 5-day Institutes MARILYN BURNS Math Blog Hear directly from Marilyn about her current thinking about math education and her ongoing classroom experiences and learning. www.marilynburnsmathblog.com These Math Solutions institutes help teachers change how they think about mathematics and how they teach it to their students. Tailored to districts’ particular needs, teachers learn how to • develop students abilities to think and reason; “This course changed • build students’ number sense, my thinking about computation, and problemmath and how I teach solving skills; it. This is the best • organize instruction for wholemath course I’ve ever class, small-group, and individual attended. Thank you!” learning. —Amy Seegars, Grade 1 Teacher Institute instructors with extensive classroom experience address specific grade-level needs. mathsolutions.com/atminstitute NEW! Fourth Edition Available April 2015 Special Features PART What’s in About Teaching Mathematics, Fourth Edition? 1 Prob le Inves m-Solving tigat ions This first part of the book reflects the major s t overhaul of About Teaching Mathematics. Poin Here Marilyn addresses twenty-three issues Part 2 and presents her current thinking. The Starting Points are organized into six categories: Problem-Solving • General Pedagogical Issues • Number and Operations: Investigations The Mathematical Cornerstone Sample Whole-Class Lessons 2 PART Part 1 Starting Points AT A G LANC E Overv iew X X Plann in XX Proble g Whole-C lass Le m-So lving Proble Inves ssons with X X tigatio m -Solvin nt, XX ns Conte g Inve XX Proble sues Connecting s t m igatio -Solvin XX d: n s : g Starte struction P M r In oblem easur d vestig XX d In erstan ers emen -Solvin lum XX ations es, an ’t Und rn urricu t : Data g Inve Proble the C at You Don e Math Lea X g n X s ri tigatio m-So e v h ti X c W e e X n h ff lv and A ns: G ac eE ersto XX lgebr ing Investig eome an’t Te nts Becom l Corn a a e t ic r d X ic a y t t X tu T a io hinkin Proble ns: Paan introduction about how to plan ng S em etic g After m tterns Math on Arithm• XX From Arithmetic to Problem Solving Numb Solving In XX : The ve e problem-solving lessons, specific ideas are v ations : A Perspecti Common r estiga X a X n d Oper e t io n s soning dents Mak • Assessing Understanding and Skills ations : organized into five areas Stu ns XX of the curriculum: y Mea tanding hy Do Errors? XX It Reall tic •ers Suggestions for Classroom Instruction ithme Sign: What ping Und • Measurement XX ual velo he Eq blems: De ns Sample Lesson • Connecting to English Language Arts XX tio rns Pro ra • Data e rd p o merical patte O W XX mes metic looking for nu ing: ro in d th lv ts g in ri Instruction o en al A S P in ud f st s o ular way. XX ation engage • beGeometry m Solv s to Problem rs in a partic This investig roble m adding num XX om fr ic to P ord Proble s ge e er u em s Is that Detailed plans are provided for using problem-solving investigations in whole-class lessons. These instructional suggestions are offered for all the content areas in Part 2 and for all arithmetic topics in Part 3. Over the years, teachers have written to Marilyn asking for help with some of the investigations in About Teaching Mathematics. In these sections, Marilyn addresses the underlying mathematics for those problem-solving investigation. NEW Part 4 Questions Teachers Ask • Addition and Subtraction • Introducing Multiplication • Introducing Division Race fo lem. smaller prob r 20 • Extending Multiplication and Division similar but a they Play w s or A m e. le om ob ith a pa of the pr rt Here Marilyn responds todr pedagogical into a palin rtner.•P Fractions 2. Pose a pa The fir k. Then show to change 48 or y w tr r ts ei en th k ud layers t chec st e PalinHave the st questions they canreceived from teachers 48 on th ake tur second player sta• the board so she’s fo 68, and rts Decimals ns coun sults r 13, work, do it on and co player re the Math e th rd co ting on to re the years. She chose more than two About e pointed out that co unts eit over or two class how e gu th llea l e uesPercents co al A e t. h o at ee more n ntin• ig e r two n ding Sh of the p is to invest umbers with the next r “One” or umbers drome Recordozen questions or grou the digits in each es in my reflect common share themes ch pairthat to Ea w Extens “ n. ho . n io O . de T at u ci ig de n m palindrom h st ld e ve ing e b ou in ult , e sh w res e ions t th ey r t w as in th t Organized similarly to the an instructional o esen ner is t same—44 99. First ro to archives. s on the char 1. Cha he play d counts on e .” The 3. Pr from zeher examp les were the not bersfrom lvidual record m co di nu in t, e nge the ar t th ep ch tha ke e it 99 t’s to r who a 0– in Part 3, assessments also er on and 1111. Bu eryone is Winsuggestions says, “are h r, to record on for 21 . The number ning N the work. Ev ith one colo ch student is Twenty e always the case a twoor Rac included umbfor lindromes w ted. Also, ea ra pa . st y on is on ad each topic to inform instruction. .” e le, m so re al d de r mp e e . Inste for 3 67, for exa her color, an s . bers that ar -p te in 19 75! The layer game in nu g Introducing 1. Present or review conc epts. the same fo rward and ba A palindrome is a numbe r that reads ckward, such number that as 44, 252, is not a palin or 8,008. A drome, such palindrome as 13, can be by us changed into and add. Dem ing a particular procedur a e: You revers onstrate on the board ho e the digits one addition, w to 13 is a one-st do th is. Si nc ep palindrom e it takes e. Some numbe rs take mor with 67, whi e than one ch is a two-st addition. Dem ep palindrom onstrate e. Part 3 Teaching Arithmetic ot m ct them oring the nu omes with an to use. Dire e-step palindr on the colors tackle e coloring in on to re t ag no ld em ou th they sh ts. Also, tell tion. ar di ch As a group, ad th ith bo w ut patterns on r a serious bo fo ome y dr to look for ad lin re pa e ng less they ar with a resulti 98 and 89 un ty-four steps en tw s ke ta r (Each numbe 023,188!) of 8,813,200, Palindrome s This investig ation engage s students in that emerge looking for nu from adding merical patte numbers in a rns particular w ay. Materials large 0–99 ch art, 1 per stud ent Palindrome See Reproduc Recording Sh ible R.13 eet, 1 per stud crayons, colo ent red pencils, or See Reproduc markers ible R.14 NEW • Patterns and Algebraic Thinking nd mW XX 9: Fro ader View Strategies a ible R.13 g in ls A Bro a lv See Reproduc ri o te X e a R.14 s M X •entNumber and Reproducible blem-S See Operations er Sen th Skills t, 1 per stud ar t ch en ud 99 st 0– r e 10: Pro ing Numb pe a rg 1 la t, M ee l Sh ta ng d en uil Recordi Eacharsection includes an overview of the kers t 11: B veloping M XX Palindrome ncils, or m De Skills sessment s, colored pe d on X ay n X cr nt 12: a s g A mathematical focus, sample rewhole-class e in v d ti ads ns XX orma rstan number that ing Unde Integrating F m Teaching om Discussio on uc e is a investigations od om tr dr In X lessons, additional lin X ti pa o : A c ro . 8,008. A for whole3 u ts s ro or 1 s s ep tr t 2, s s nc la 25 co in la , In C o as 44 review a Math iews into C ortance of into investigations. ward, suchand independent 1. Present or XX p lessons, and back rv n be changed ng into d class The Im rating Writi n-One Inte gits such as 13, ca same forwar di : e, e e th 4 th om e 1 dr X rs t lin ve X re a pa Poin is notAbout corpo ts of One-o ocedure: You Mathematics number that ular pr fi 15: In nce it takes for some Sisections XX particthe Point : The Bene w to do this. ction e by using a ho u om d r dr ar t lin bo 6 s pa e 1 X th t s In X on s in te la of the investigations give insights into the m ra o st P C o on g ls ssro Math and add. Dem is a one-step palindrome. ateria n for Cla g Games inFocusing tive M tron othe cornerstone 13 underlying math. s of elementary ti n, la n c tio u g di u io in ad ip in t e g s on an Ins Us XX Mana le of M tervention int 17: g and curriculum, the ideas in this ng Po 18: The Ro s for mathematics In anizin X t rg X ie in O g o r te ing P : Stra tures fo oare XX models for Minstruction that builds oint 19 Four Struc part 1 cti n ath ting P uction Instru 0: 2 m t o XX in ro s Instr Reading to o t s P r s g la A C in e m rt students’ understanding, confidence, and g o a fr X u Demonstrate X e g one addition. h Lan aching Bridg an s th li e or g m n E Te lary in arithmetic: rs take competence e. ocabu ding a ing to Some numbe step palindrom nnect Point 21: Buil hing Math V Literature hich is a twow , c 67 a ’s g ith e w n re Beginning Number Concepts Startin Point 22: T hild• sing C g Startin Point 23: U 9 • Place Value g Startin 2 or an a Chang e How y other d of Race for Many N numbe 20, pla rule so r. y Race u it’s pos sible to mbers a Play try it c er Can ountin c o u n t C o g on on e, two, n one, two, o ount. Change r three three, o the nu r four n I includ umbers mbers. Then ed this . two wro Sample Less ssoonn that result step palindrome in 484. Number and Operations 271 Marilyn’s Notes Marilyn’s personal (and dog eared) copy of the Third Edition is filled with notes, some scribbled into the margins and some on sticky notes. In this new Fourth Edition, Marilyn has reproduced many of these notes, added new ones as well, and organized them into categories to make them more useful. Look for notes titled Teaching Tip, Management Suggestion, When Observing, Vocabulary Suggestion, Literature Connection, and more. 2. Pose a pa rt of the pr oblem or a Have the st similar but uden smaller prob work, do it on ts try to change 48 into lem. a palindrom the board so e. As they they can chec the class how k their work. to record the Then show results for 13 drome Recor , 68, and 48 ding Sheet. on the Palin3. Present th e investigat ion. Each pa the numbers ir or group is from zero to to investigat 99. First they the work. Ev e all About the Math should decide eryone is to how to share keep individu demonstrate A colleague point al d. Also, each re ed co Teaching Tip rd s on the chart as student is to the digits in each out that oring the nu record on a 0– mbe of the 99 for Square Up, point res ch ult coloring in on rs that are alreAs ar ing t, ad pa collindromes in my y palindrom e-step palindr es with one exa mp omes les As a group, were the outwith to students they color, another cothat they should and 1111. But’s th same—44 lor, and so on agree on the to look for at not . colors can form squares on the patterns on to alw us ay e. Direct them s the case. The both charts. 98 and 89 un A lso , less they are te 67 ll , for examp le, is number them si without dtesto tackle no ready diagonal, (Each numbe for a serious step palindrome a twor takes twen When Observing bo ut w ith ty that results -four st parallel to athe sides of ad the of 8,813,200, dition. eps with in 484. 023,188!) resulting I’ve found that groups pa lin dr om geoboard. e Management Suggestion To compile students’ work, I ask students to choose one of their shapes, copy it onto large geoboard dot paper, cut it out, and post it. I ask them to post only shapes that haven’t already been posted. sometimes start by dividing up the numbers and working individually, but then shift to d Operations collaborating Ninumabedirfan ferent way as they begin to notice patterns, such as about which numbers are one-step palindromes. Includes more than 250 math investigations! 271 Special Features PART What’s in About Teaching Mathematics, Fourth Edition? 1 Prob le Inves m-Solving tigat ions This first part of the book reflects the major s t overhaul of About Teaching Mathematics. Poin Here Marilyn addresses twenty-three issues Part 2 and presents her current thinking. The Starting Points are organized into six categories: Problem-Solving • General Pedagogical Issues • Number and Operations: Investigations The Mathematical Cornerstone Sample Whole-Class Lessons 2 PART Part 1 Starting Points AT A G LANC E Overv iew X X Plann in XX Proble g Whole-C lass Le m-So lving Proble Inves ssons with X X tigatio m -Solvin nt, XX ns Conte g Inve XX Proble sues Connecting s t m igatio -Solvin XX d: n s : g Starte struction P M r In oblem easur d vestig XX d In erstan ers emen -Solvin lum XX ations es, an ’t Und rn urricu t : Data g Inve Proble the C at You Don e Math Lea X g n X s ri tigatio m-So e v h ti X c W e e X n h ff lv and A ns: G ac eE ersto XX lgebr ing Investig eome an’t Te nts Becom l Corn a a e t ic r d X ic a y t t X tu T a io hinkin Proble ns: Paan introduction about how to plan ng S em etic g After m tterns Math on Arithm• XX From Arithmetic to Problem Solving Numb Solving In XX : The ve e problem-solving lessons, specific ideas are v ations : A Perspecti Common r estiga X a X n d Oper e t io n s soning dents Mak • Assessing Understanding and Skills ations : organized into five areas Stu ns XX of the curriculum: y Mea tanding hy Do Errors? XX It Reall tic •ers Suggestions for Classroom Instruction ithme Sign: What ping Und • Measurement XX ual velo he Eq blems: De ns Sample Lesson • Connecting to English Language Arts XX tio rns Pro ra • Data e rd p o merical patte O W XX mes metic looking for nu ing: ro in d th lv ts g in ri Instruction o en al A S P in ud f st s o ular way. XX ation engage • beGeometry m Solv s to Problem rs in a partic This investig roble m adding num XX om fr ic to P ord Proble s ge e er u em s Is that Detailed plans are provided for using problem-solving investigations in whole-class lessons. These instructional suggestions are offered for all the content areas in Part 2 and for all arithmetic topics in Part 3. Over the years, teachers have written to Marilyn asking for help with some of the investigations in About Teaching Mathematics. In these sections, Marilyn addresses the underlying mathematics for those problem-solving investigation. NEW Part 4 Questions Teachers Ask • Addition and Subtraction • Introducing Multiplication • Introducing Division Race fo lem. smaller prob r 20 • Extending Multiplication and Division similar but a they Play w s or A m e. le om ob ith a pa of the pr rt Here Marilyn responds todr pedagogical into a palin rtner.•P Fractions 2. Pose a pa The fir k. Then show to change 48 or y w tr r ts ei en th k ud layers t chec st e PalinHave the st questions they canreceived from teachers 48 on th ake tur second player sta• the board so she’s fo 68, and rts Decimals ns coun sults r 13, work, do it on and co player re the Math e th rd co ting on to re the years. She chose more than two About e pointed out that co unts eit over or two class how e gu th llea l e uesPercents co al A e t. h o at ee more n ntin• ig e r two n ding Sh of the p is to invest umbers with the next r “One” or umbers drome Recordozen questions or grou the digits in each es in my reflect common share themes ch pairthat to Ea w Extens “ n. ho . n io O . de T at u ci ig de n m palindrom h st ld e ve ing e b ou in ult , e sh w res e ions t th ey r t w as in th t Organized similarly to the an instructional o esen ner is t same—44 99. First ro to archives. s on the char 1. Cha he play d counts on e .” The 3. Pr from zeher examp les were the not bersfrom lvidual record m co di nu in t, e nge the ar t th ep ch tha ke e it 99 t’s to r who a 0– in Part 3, assessments also er on and 1111. Bu eryone is Winsuggestions says, “are h r, to record on for 21 . The number ning N the work. Ev ith one colo ch student is Twenty e always the case a twoor Rac included umbfor lindromes w ted. Also, ea ra pa . st y on is on ad each topic to inform instruction. .” e le, m so re al d de r mp e e . Inste for 3 67, for exa her color, an s . bers that ar -p te in 19 75! The layer game in nu g Introducing 1. Present or review conc epts. the same fo rward and ba A palindrome is a numbe r that reads ckward, such number that as 44, 252, is not a palin or 8,008. A drome, such palindrome as 13, can be by us changed into and add. Dem ing a particular procedur a e: You revers onstrate on the board ho e the digits one addition, w to 13 is a one-st do th is. Si nc ep palindrom e it takes e. Some numbe rs take mor with 67, whi e than one ch is a two-st addition. Dem ep palindrom onstrate e. Part 3 Teaching Arithmetic ot m ct them oring the nu omes with an to use. Dire e-step palindr on the colors tackle e coloring in on to re t ag no ld em ou th they sh ts. Also, tell tion. ar di ch As a group, ad th ith bo w ut patterns on r a serious bo fo ome y dr to look for ad lin re pa e ng less they ar with a resulti 98 and 89 un ty-four steps en tw s ke ta r (Each numbe 023,188!) of 8,813,200, Palindrome s This investig ation engage s students in that emerge looking for nu from adding merical patte numbers in a rns particular w ay. Materials large 0–99 ch art, 1 per stud ent Palindrome See Reproduc Recording Sh ible R.13 eet, 1 per stud crayons, colo ent red pencils, or See Reproduc markers ible R.14 NEW • Patterns and Algebraic Thinking nd mW XX 9: Fro ader View Strategies a ible R.13 g in ls A Bro a lv See Reproduc ri o te X e a R.14 s M X •entNumber and Reproducible blem-S See Operations er Sen th Skills t, 1 per stud ar t ch en ud 99 st 0– r e 10: Pro ing Numb pe a rg 1 la t, M ee l Sh ta ng d en uil Recordi Eacharsection includes an overview of the kers t 11: B veloping M XX Palindrome ncils, or m De Skills sessment s, colored pe d on X ay n X cr nt 12: a s g A mathematical focus, sample rewhole-class e in v d ti ads ns XX orma rstan number that ing Unde Integrating F m Teaching om Discussio on uc e is a investigations od om tr dr In X lessons, additional lin X ti pa o : A c ro . 8,008. A for whole3 u ts s ro or 1 s s ep tr t 2, s s nc la 25 co in la , In C o as 44 review a Math iews into C ortance of into investigations. ward, suchand independent 1. Present or XX p lessons, and back rv n be changed ng into d class The Im rating Writi n-One Inte gits such as 13, ca same forwar di : e, e e th 4 th om e 1 dr X rs t lin ve X re a pa Poin is notAbout corpo ts of One-o ocedure: You Mathematics number that ular pr fi 15: In nce it takes for some Sisections XX particthe Point : The Bene w to do this. ction e by using a ho u om d r dr ar t lin bo 6 s pa e 1 X th t s In X on s in te la of the investigations give insights into the m ra o st P C o on g ls ssro Math and add. Dem is a one-step palindrome. ateria n for Cla g Games inFocusing tive M tron othe cornerstone 13 underlying math. s of elementary ti n, la n c tio u g di u io in ad ip in t e g s on an Ins Us XX Mana le of M tervention int 17: g and curriculum, the ideas in this ng Po 18: The Ro s for mathematics In anizin X t rg X ie in O g o r te ing P : Stra tures fo oare XX models for Minstruction that builds oint 19 Four Struc part 1 cti n ath ting P uction Instru 0: 2 m t o XX in ro s Instr Reading to o t s P r s g la A C in e m rt students’ understanding, confidence, and g o a fr X u Demonstrate X e g one addition. h Lan aching Bridg an s th li e or g m n E Te lary in arithmetic: rs take competence e. ocabu ding a ing to Some numbe step palindrom nnect Point 21: Buil hing Math V Literature hich is a twow , c 67 a ’s g ith e w n re Beginning Number Concepts Startin Point 22: T hild• sing C g Startin Point 23: U 9 • Place Value g Startin 2 or an a Chang e How y other d of Race for Many N numbe 20, pla rule so r. y Race u it’s pos sible to mbers a Play try it c er Can ountin c o u n t C o g on on e, two, n one, two, o ount. Change r three three, o the nu r four n I includ umbers mbers. Then ed this . two wro Sample Less ssoonn that result step palindrome in 484. Number and Operations 271 Marilyn’s Notes Marilyn’s personal (and dog eared) copy of the Third Edition is filled with notes, some scribbled into the margins and some on sticky notes. In this new Fourth Edition, Marilyn has reproduced many of these notes, added new ones as well, and organized them into categories to make them more useful. Look for notes titled Teaching Tip, Management Suggestion, When Observing, Vocabulary Suggestion, Literature Connection, and more. 2. Pose a pa rt of the pr oblem or a Have the st similar but uden smaller prob work, do it on ts try to change 48 into lem. a palindrom the board so e. As they they can chec the class how k their work. to record the Then show results for 13 drome Recor , 68, and 48 ding Sheet. on the Palin3. Present th e investigat ion. Each pa the numbers ir or group is from zero to to investigat 99. First they the work. Ev e all About the Math should decide eryone is to how to share keep individu demonstrate A colleague point al d. Also, each re ed co Teaching Tip rd s on the chart as student is to the digits in each out that oring the nu record on a 0– mbe of the 99 for Square Up, point res ch ult coloring in on rs that are alreAs ar ing t, ad pa collindromes in my y palindrom e-step palindr es with one exa mp omes les As a group, were the outwith to students they color, another cothat they should and 1111. But’s th same—44 lor, and so on agree on the to look for at not . colors can form squares on the patterns on to alw us ay e. Direct them s the case. The both charts. 98 and 89 un A lso , less they are te 67 ll , for examp le, is number them si without dtesto tackle no ready diagonal, (Each numbe for a serious step palindrome a twor takes twen When Observing bo ut w ith ty that results -four st parallel to athe sides of ad the of 8,813,200, dition. eps with in 484. 023,188!) resulting I’ve found that groups pa lin dr om geoboard. e Management Suggestion To compile students’ work, I ask students to choose one of their shapes, copy it onto large geoboard dot paper, cut it out, and post it. I ask them to post only shapes that haven’t already been posted. sometimes start by dividing up the numbers and working individually, but then shift to d Operations collaborating Ninumabedirfan ferent way as they begin to notice patterns, such as about which numbers are one-step palindromes. Includes more than 250 math investigations! 271 Special Pre-order Offer! Introducing Introductory price: $69.95 (Save $20) Visit mathsolutions.com/atm4 Offer expires 4/30/15 “This is a timeless, treasure of mathematical understandings… these activities, coupled with hands-on trainings, can make a tremendous difference in the mathematical understanding of elementary and early middle school teachers.” “A gem that helps students acquire math understanding.” “Gives teachers the math background necessary to listen to students as they talk and write their way into understanding.” “Deep understanding of math is critical for teachers.” “I never liked math. I didn’t really know how to teach it either. After reading this book, I feel more confident about teaching math and I actually enjoy it. I love this method of instruction and my students love it too. But be careful, after reading this one you will want the other mathsolutions.com publications! — Amazon reviews, About Teaching Mathematics, Third Edition Also from Math Solutions and Marilyn Burns About Teaching Mathematics Professional Learning 3-, 4-, or 5-day Institutes MARILYN BURNS Math Blog Hear directly from Marilyn about her current thinking about math education and her ongoing classroom experiences and learning. www.marilynburnsmathblog.com These Math Solutions institutes help teachers change how they think about mathematics and how they teach it to their students. Tailored to districts’ particular needs, teachers learn how to • develop students abilities to think and reason; “This course changed • build students’ number sense, my thinking about computation, and problemmath and how I teach solving skills; it. This is the best • organize instruction for wholemath course I’ve ever class, small-group, and individual attended. Thank you!” learning. —Amy Seegars, Grade 1 Teacher Institute instructors with extensive classroom experience address specific grade-level needs. mathsolutions.com/atminstitute NEW! Fourth Edition Available April 2015
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