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  • Math and Thinking Maps 1

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    Shavani Vani
    213 просмотров19 страниц
    This document discusses how Thinking Maps can be used to represent and develop the types of thinking that occur in math class. It provides examples of how different Thinking Maps such as Circle Maps, Double Bubble Maps, Tree Maps, and Brace Maps can be used for various math activities and to break down word problems. For one example word problem about dividing the number of graduating students across sections, it shows how a Brace Map can be used to break the problem into steps and arrive at the solution. The document encourages teachers to have students use Thinking Maps to sequence the steps to solve math problems and identify cause-and-effect relationships.

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    This document discusses how Thinking Maps can be used to represent and develop the types of thinking that occur in math class. It provides examples of how different Thinking Maps such as Circle Maps, Double Bubble Maps, Tree Maps, and Brace Maps can be used for various math activities and to break down word problems. For one example word problem about dividing the number of graduating students across sections, it shows how a Brace Map can be used to break the problem into steps and arrive at the solution. The document encourages teachers to have students use Thinking Maps to sequence the steps to solve math problems and identify cause-and-effect relationships.

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    © All Rights Reserved
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    213 просмотров19 страниц

    Math and Thinking Maps 1

    Загружено:

    Shavani Vani
    This document discusses how Thinking Maps can be used to represent and develop the types of thinking that occur in math class. It provides examples of how different Thinking Maps such as Circle Maps, Double Bubble Maps, Tree Maps, and Brace Maps can be used for various math activities and to break down word problems. For one example word problem about dividing the number of graduating students across sections, it shows how a Brace Map can be used to break the problem into steps and arrive at the solution. The document encourages teachers to have students use Thinking Maps to sequence the steps to solve math problems and identify cause-and-effect relationships.

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    © All Rights Reserved
    Скачайте в формате PPT, PDF, TXT или читайте онлайн в Scribd
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    из 19

    Math and

    Thinking Maps
    Presented by:
    Bonnie Jones
    bjones1@aisd.net
    August 3, 2006
    What do you hope to walk away with
    today?

    Why did you choose this session?
    Thinking and Math
    What type of thinking occurs daily in
    math?


    Thinking
    done in math
    class
    Thinking maps represent 8 thought
    processes.

    Look at your list of thinkingmatch maps to
    the thinking that students do in math
    class.



    Circle Tree
    Thinking in Math Class
    Activities--Circle Map-
    brainstorming, defining
    *What do you know about ______ ?
    *
    Activities-Double Bubble Map-like
    a Venn diagram--compare/contrast
    *Greatest Common Factor/Least Common
    Multiple
    *compare geometric figures/shapes
    *compare terms: perimeter/area

    Activities-Tree Map-categorize, sort,
    organize


    *Sorting--measurement activity--in., ft., yd.
    *Sort: geometric figures/shapes
    *Sort word problems: add, subtract, multiply,
    divide, multi-step
    *Sort: prime numbers, composite numbers,
    odd numbers, even numbers

    **Remember: pictures, words, or both

    Activities-Brace Map-analyze, break
    into parts


    Activities-Brace Map-analyze, break
    into parts


    Activities-Brace Map-analyze, break
    into parts


    18. When Maggie went to her sisters
    graduation, she saw that 300 students were
    graduating. Maggie noticed that equal
    numbers of graduating students were seated
    in 5 different sections of the auditorium. How
    many graduating students were seated in 1
    section?
    From: www.tea.state.tx.us 4th gr math 2004
    Activities-Brace Map-analyze, break
    into parts


    When Maggie went to her sisters graduation, she
    saw that 300 students were graduating.

    Maggie noticed that equal numbers of graduating
    students were seated in 5 different sections of the
    auditorium.

    How many graduating students were seated in 1
    section?
    Activities-Brace Map-analyze, break
    into parts


    300 students

    equal numbers 5 different sections

    How many graduating students were seated in 1
    section?
    Activities-Brace Map-analyze, break
    into parts


    300 divided by 5 equal parts
    =_______
    Activities-Brace Map-analyze, break
    into parts


    Activities-Flow Map--Sequence


    Have students break down the steps in
    answering math problems

    What do you do first, second, third, and so
    forth
    Activities-Multi-flow Map--
    cause/effect


    Making 48
    48 *1
    56-8
    32 + 16
    96/2
    Activities-Bridge Map--
    Analogy/relationships



    Based on the information in the table, how would Hal find the
    price of 1 ticket?
    A Multiply the number of tickets by 5
    B Add 3 to the number of tickets
    C Subtract the number of tickets from the price of tickets
    D Divide the price of tickets by the number of tickets
    From: www.tea.state.tx.us 4th gr math 2004
    19. Hal used this table to find the total prices of
    different numbers of tickets to a basketball game.
    (Table is included in the actual problemI put the info
    in a bridge map).
    5
    10 15
    20
    $15
    $30
    $45
    $60
    What is the RELATING FACTOR?
    Activities-Bridge Map--
    Analogy/relationships


    Your turn
    With a partner:
    *Decide on a math concept you might
    teach or a problem a student might
    encounter

    *What thinking map would you model
    or expect students to use?

    *Use chart paper to make your map

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