Download Alberta Big Ideas4

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– we will share them
When you can hear and speak, please click on the
If you cannot hear or speak, please click on the
©Marian Small, 2011
If you are having audio issues, please go
through these steps:
1. Check that mic is not muted or turned down
often volume control is on plastic piece on headset wire, volume and mute
may be separate controls
2. Check that headset and speaker prongs are in the correct holes in
your computer
3. Make sure that you do not have separate external speakers
plugged in If you do, please unplug them
4. Check that internal computer volume is not muted
Start control panel  sound & audio devices
5. Go through Audio set up wizard in Elluminate
Tools  audio  audio set-up wizard
6. If your head set was plugged into front of computer, try plugging
it into back of computer (or vice versa) and repeat Audio set-up
Wizard
7. Throw computer out©Marian
the window
(haha
kidding!!)
Small,
2011
Professional Development Resource
Developed by ERLC/ARPDC as a
result of a grant from Alberta
Education to support implementation
©Marian Small, 2011
Overview of Elluminate
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Introductions
A = microphone
B = chat box
C = pass
Please tell us ….
1. Which math courses/grades you are
teaching
2. What brought you here today.
3. Whether or not you’ve participated in
an Elluminate
meeting
before.
©Marian
Small, 2011
Big Ideas 4 - 6
Session 1
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Alike and different
• Which pair of numbers are most alike?
• Vote for A, B or C. I’ll ask some of you to
explain your thinking.
A: 30 and 40
B: 55 and 155
C: 98 and 102
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A big idea
• Classifying numbers helps us gain more
insight into those numbers.
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Big ideas are meant to…
• Help you as a teacher see what you are
really going for.
©Marian Small, 2011
Big ideas are meant to…
• Help you as a teacher see what you are
really going for.
• Provide you with a teaching framework- to
see how outcomes are connected.
©Marian Small, 2011
Big ideas are meant to…
• Help you as a teacher see what you are
really going for.
• Provide you with a teaching framework- to
see how outcomes are connected.
• Give purpose to the activities you do
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Big ideas are meant to…
• Help students build connections
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Big ideas are meant to…
• Help students build connections
• Help students see the forest for the trees
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The four sessions
• Session 1– A focus on number
• Session 2 – A focus on operations
• Session 3 – A focus on patterns and
relations and statistics and
probability
• Session 4 – A focus on shape and space
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Let’s go back to ..
• The big idea about classifying in number.
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Or maybe
• Which number doesn’t belong? Vote.
• I will ask some of you to explain your
thinking.
A: 6
B: 18
C: 27
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D: 90
Try this
• You are going to write a number the
“regular” way, e.g. 34 or 2 or 619, etc.
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Try this
• You are going to write a number the
“regular” way, e.g. 34 or 2 or 619, etc.
• When you read the number, some of the
words you say are: hundred, three, fifty,
twenty, thousand, six
• What could the number be?
• Write some possibilities on the next screen.
©Marian Small, 2011
hundred, three, fifty, twenty,
thousand, six
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Possible answers
• 26 350
• 53 621
• 121 653
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What’s the big idea?
• What ideas did you see being brought out in
that question?
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What’s the big idea?
• What ideas did you see being brought out in
that question?
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Or try this (same big idea)
• You can use exactly 15 base ten blocks to
represent a number.
• What could the number be? How do you
know?
• List some possibilities on the next screen.
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15 blocks
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Maybe
•
•
•
•
276
555
924
771
15
150
240
402
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• Which of these would you find easier to
count? Why? Vote for A or B.
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A
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B
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B
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Related
• How does this big idea relate to using tally
marks?
• Raise your hand for me to call on you.
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• How could you represent 175 to show that:
It is 7 groups of 25?
• Respond by drawing on the next slide.
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• 175 as 7 groups of 25
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• The big idea is===
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• How could you represent 175 to show that:
It is 25 short of 200? Draw on next slide.
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• 175 is 25 short of 200.
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• I could ask: How could you represent 175 to
show that it is 17 tens and 5 more?
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How does thinking of 138 and 173 in terms of
150 help you decide which is greater?
Raise your hands to respond.
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How does thinking of 138 and 173 in terms of
150 help you decide which is greater?
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A newspaper reports that about 150 people
attended a meeting.
Exactly how many people do you think that
might be?
Write a possible number on the next slide.
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A newspaper reports that about 150 people
attended a meeting.
Exactly how many people do you think that
might be?
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Or
List your two numbers on the next slide.
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|
0
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What fractions are modelled
here?
List some
possibilities
on the next
slide.
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Fractions
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So how come…
• 2/3 of a set means the same thing as 2/3 of
a whole?
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So how come…
• 2/3 of a set means 2 ÷ 3
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So how come…
• 2/3 of a set means 2 ÷ 3
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So…
• Which is more: 2/3 or 3/5?
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So…
• Which is more: 2/3 or 3/5?
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Or…
• What fraction does the green pattern block
represent?
• Raise your hand.
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Or…
• What fraction does the green pattern block
represent?
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Could it be…?
• 1/6?
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Could it be…?
• 1/3?
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Could it be…?
• 1/2?
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Could it be…?
• 4/5?
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Could it be…?
• 4/5?
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More and less
• A fraction is slightly less than 1/2. What
might it be? How do you know?
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More and less
• A fraction is slightly less than 1/2. What
might it be? How do you know?
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When…
• When might you change 0.25 to a fraction
to multiply with it?
• Raise your hand to answer.
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When…
• When would you definitely leave it as a
decimal to multiply?
• Raise your hand to answer.
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Which way?
• We know that decimals can all be written as
fractions.
• When might it be useful to write fractions
as decimals?
• When might it not be?
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Big Idea
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Comparing decimals
• Which is greater? How do you know?
• Is it 0.4 or 0.19?
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Comparing decimals
• Which is greater? How do you know?
• Is it 0.4 or 0.19?
• Raise your hand to explain how you know.
©Marian Small, 2011
Comparing decimals
• Which is greater? How do you know?
• Is it 0.4 or 0.19?
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I am hoping that :
• you will try out one of the questions we
discussed or, even better, your own question
to bring out a big idea in number.
• We’ll talk about the results next time.
©Marian Small, 2011
Survey Link
• You will be taken to the survey when you
exit this session
• If you are unable to complete the survey at
this time, please copy the survey link and
you can complete the survey at your
convenience. Thanks!
©Marian Small, 2011