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

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Whats the Point?

Transparency The students in Miss Faiths math class are divided into groups. Each group is able to earn points through a variety of activities. At the end of a certain time period, the points are divided evenly between the members of the group. 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

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Whats the Point?

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Picture (quotient with remainder) Integer Quotient with Remainder Picture (fraction quotient) 2 R2 Fraction Decimal Quotient Quotient

Dividend Divisor

12

12 5 or 2 25

2.4

TEXTEAMS Rethinking Middle School Mathematics: Numerical Reasoning

11

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

0.2 0.30
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TEXTEAMS Rethinking Middle School Mathematics: Numerical Reasoning

0.3 0.32 0.4 0.40 0.50 0.5 0.59 0.6 0.1 0.0 0.10 0.7 0.8 0.9 1.0 1.1 1.1 0.050.010.20
TEXTEAMS Rethinking Middle School Mathematics: Numerical Reasoning Transparency-26

0.200.600.700.80 0.901.001.100.08 0.460.670.750.83 0.921.051.17

TEXTEAMS Rethinking Middle School Mathematics: Numerical Reasoning Transparency-27

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

And Around We Go!

Interest Inventory Transparency
Favorite Sport Football Baseball Basketball Other # Ratio

Favorite Soft Drink Coca Cola Dr. 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

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Four-Tenths Plus Seven-Tenths Is Eleven-Tenths

Transparency 1 Suppose one of your students turned in this work. When you questioned the student about the last problem, the response was four tenths plus seven tenths is eleventh tenths. What approach would you use to help this child correct the error?

.2 +.6 .8

.38 +.47 .85

.91 +.43 1.34

.5 +.25 .75

.7 +.4 .11

TEXTEAMS Rethinking Middle School Mathematics: Numerical Reasoning

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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. 1. Each group member will select a different problem from the chart on Transparency 1.

2. Each participant will rotate through the four centers considering how the different model(s) would work with the error in the problem they selected.

3. When step 2 is completed, participants working with the same problem will meet to discuss their experience with the four different types of models.

4. After step 3 is completed, participants will return to their original groups. 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

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Does One-and-One Make Two?

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In basketball, Team A is in what is known as a oneand-one situation when the opposing team, Team B, has made a total of seven fouls. Each time Team A goes to the free throw line, they will get a second free throw if they make the first one.

Suppose Michelle makes 50% of the free throws she attempts. What is the probability she will make 2 points, 1 point, or 0 points?

TEXTEAMS Rethinking Middle School Mathematics: Numerical Reasoning

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More or Less?
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1. Three-fifths of the earths land was once covered in forests. Today half of those forests are gone. What fractional part of the earths land is now covered in forests?

2. In basketball, Team A is in what is known as a one-and-one situation when the opposing team, Team B, has made a total of seven fouls. Each time Team A goes to the free throw line, they will get a second free throw if they make the first one. Suppose Michelle makes half of the free throws she attempts, what is the probability she will make 2 points, 1 point, or 0 points?

TEXTEAMS Rethinking Middle School Mathematics: Numerical Reasoning

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Final Reflections
Transparency 1: Organizing Our Ideas
(from R. Charles and J. Lobatos Future Basics: Developing Numerical Power, NCSM, 1998, p. 13)

A Numerically Powerful Child 1. develops meaning for numbers and operations a. connects numerals with situations from life experiences b. knows that numbers have multiple interpretations c. understands that number size is relative d. connects addition, subtraction, multiplication, and division with actions arising in real-world situations e. understands the effects of operating on numbers f. creates appropriate representations for numbers g. creates appropriate representations for operations

TEXTEAMS Rethinking Middle School Mathematics: Numerical Reasoning

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Final Reflections
Transparency 2: Organizing Our Ideas
(from R. Charles and J. Lobatos Future Basics: Developing Numerical Power, NCSM, 1998, p. 13)

A Numerically Powerful Child 2. makes sense of numerical and quantitative situations a. expects numerical calculations to make sense b. connects numbers to the quantities that the numbers are used to measure c. relates the operations of addition, subtraction, multiplication, and division to a range of quantitative situations d. seeks to understand relationships among quantities in real-world situations e. relates computations to quantities in real-world situations f. 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

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Final Reflections
Transparency 3: Organizing Our Ideas
(from R. Charles and J. Lobatos Future Basics: Developing Numerical Power, NCSM, 1998, p. 13)

A Numerically Powerful Child 3. looks for relationships among numbers and operations

a. decomposes or breaks apart numbers in different ways

b. knows how numbers are related to other numbers

c. understands how the operations are connected to each other

TEXTEAMS Rethinking Middle School Mathematics: Numerical Reasoning

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Final Reflections
Transparency 4: Organizing Our Ideas
(from R. Charles and J. Lobatos Future Basics: Developing Numerical Power, NCSM, 1998, p. 13)

A Numerically Powerful Child 4. understands computational strategies and uses them appropriately and efficiently a. correctly performs the steps in an algorithm and discusses the underlying ideas and important relationships used b. makes a conscious effort to complete calculations using prior knowledge and simpler calculations c. often uses a variety of calculation strategies, even when completing calculations involving the same operation

TEXTEAMS Rethinking Middle School Mathematics: Numerical Reasoning

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