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BigIdeasK 3
Marian Small
February 2009
Gettingto20
HowWouldYouUseStudent
ResponsestoThatTask?
NoticeTheContrast
WhatareBigIdeas?
Advantages?
MakingBigIdeasExplicit
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
11
BigIdea3
12
WhyDoesItMatter?
13
BigIdea4
Work in pairs.
14
15
BigIdea1
Group 2
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BigIdea1
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?
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
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
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
41
ComparingPatterns
42
ArrangingRepeatingPatterns
43
ArrangingRepeatingPatterns
44
FindFourPatterns
FindFourPatterns
46
FindFourPatterns
47
FindFourPatterns
48
FindFourPatterns
49
BuildingConjectures
50
BuildingConjectures
51
WhatComesOutIf10GoesIn?
In
Out
11
14
17
3 x In + 2
52
53
RepresentingRelationships
54
RepresentingRelationships
55
RepresentingRelationships
For example:
56
RepresentingEquality
8 + 4 = + 5
57
StudentSuccessWithThatQuestion
58
AndSo
59
RepresentingEquality
2+1=
60
RepresentingEquality
61
RepresentingEquality
2+=5+3
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RepresentingEquality
63
RepresentTheseandSolve
5+=8+3
+ =8
64
UseTheBalanceToShow
That 10 is double 5.
65
Modelling Subtraction
66
WhichDoesntBelong?
67
68
BigIdeasinGeometry
69
BigIdeasinGeometry
70
BigIdeasinGeometry
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
76
BigIdeasinMeasurement
77
BigIdeasinMeasurement
78
BigIdeasinMeasurement
79
BuildingaLinePlot
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
89