3.2.1 Input-Output Rules

3
Subject:
Math
Strand:
Algebra
Standard 3.2.1

Use single-operation input-output rules to represent patterns and relationships and to solve real-world and mathematical problems.

Benchmark: 3.2.1.1 Input-Output Rules

Create, describe, and apply single-operation input-output rules involving addition, subtraction and multiplication to solve problems in various contexts.

For example: Describe the relationship between number of chairs and number of legs by the rule that the number of legs is four times the number of chairs.

Overview

Big Ideas and Essential Understandings

Standard 3.2.1 Essential Understandings

Third graders develop a basic understanding of a function as they work with single operation input-output rules involving addition, subtraction and multiplication. They describe patterns in input-output situations and find the rule. Given a rule, third graders are able to find the output for a corresponding input and find an input for a corresponding output. They realize the value of the output varies depending on the value of the input. They solve problems in various contexts using the information on a simple input-output situation.

Benchmark Cluster

Benchmark Group A

3.2.1.1 Create, describe, and apply single-operation input-output rules involving addition, subtraction and multiplication to solve problems in various contexts.

What students should know and be able to do [at a mastery level] related to these benchmarks:

• Determine the rule for an input/output situation.
• Determine the relationship between two sets of numbers in an input/output situation.
• Determine the output when given the corresponding input.
• Determine the input when given the corresponding output.
• Represent a relationship using a rule for an input/output situation.
• Complete an input/output situation with correct numbers and identify the rule.
• Extend the input/output situation by using the rule.

Work from previous grades that supports this new learning includes:

• Identify simple number patterns.
• Identify, describe, create, complete and extend repeating patterns.
• Identify, describe, create, complete and extend simple growth patterns.
• Identify, describe, create, complete and extend simple number patterns involving addition and subtraction or arrays of objects.
• Skip count.
• Solve problems involving patterns.
• Know basic addition and subtraction facts.
Correlations

NCTM Standards

Understand patterns, relations, and functions

• describe, extend, and make generalizations about geometric and numeric patterns;
• represent and analyze patterns and functions, using words, tables, and graphs.

Represent and analyze mathematical situations and structures using algebraic symbols

• identify such properties as commutativity, associativity, and distributivity and use them to compute with whole numbers;
• represent the idea of a variable as an unknown quantity using a letter or a symbol;
• express mathematical relationships using equations.

Use mathematical models to represent and understand quantitative relationships

• model problem situations with objects and use representations such as graphs, tables, and equations to draw conclusions.

Analyze change in various contexts

• investigate how a change in one variable relates to a change in a second variable;
• identify and describe situations with constant or varying rates of change and compare them.

Common Core State Standards:

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

• 3.OA.9. Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

Misconceptions

Student Misconceptions

Students may think...

• input values and output values are not related
• looking at only inputs or outputs will help them find the rule for an input-output situation

Resources

Instructional Notes

Teacher Notes

• Students may need support in further development of previously studied concepts and skills.
• Single operation rules involving addition, subtraction and multiplication are to be used in input-output situations.
• Students need to use words to describe the patterns they discover in input/output situations.
• All input-output situations must contain at least three given corresponding input-output values.
• Students need to see a variety of input-output situations

6  12                                               3 baseballs cost \$15

8  16                                               8 baseballs cost \$40

2  4                                                 5 baseballs cost \$25

?  20                                               7 baseballs cost  ?

9  ?                                                 ? baseballs cost \$50

• Students may have difficulty applying a rule to generate input and output values due to computational errors rather than a failure to comprehend the rule.
• Computation errors may interfere with rule identification.
• Good questions, and good listening, will help children make sense of the mathematics, build self-confidence and encourage mathematical thinking and communication. A good question opens up a problem and supports different ways of thinking about it. The best questions are those that cannot be answered with a "yes" or a "no."

Getting Started

What do you need to find out?

What do you know now? How can you get the information? Where can you begin?

What terms do you understand/not understand?

What similar problems have you solved that would help?

While Working

How can you organize the information?

Can you make a drawing (model) to explain your thinking? What are other possibilities?

What would happen if...?

Can you describe an approach (strategy) you can use to solve this?

What do you need to do next?

Do you see any patterns or relationships that will help you solve this?

How does this relate to...?

Why did you...?

What assumptions are you making?

What did you try that did not work? Has the question been answered?

Can the explanation be made clearer?

Responding (helps clarify and extend their thinking)

Tell me more.

Can you explain it in a different way?

Is there another possibility or strategy that would work?

Is there a more efficient strategy?

Help me understand this part ...

(Adapted from They're Counting on Us, California Mathematics Council, 1995)

1995

• Draw a table on the board and ask: How many legs are on 1 ant? How many legs are on 2 ants? 3 ants? 5 ants? Fill out the table:

 Number of ants Number of legs

Questions:

How are the number of ants related to the number of legs?

Is there a way to figure out the number of legs if you know the number of ants?

Is there a way to figure out the number of ants if you know the number of legs?

If there are 20 ants in the sugar bowl, can you determine how many legs there are? How?

Which numbers between 6 and 30 would be unlikely if you are finding the number of ant legs? Why?

As a writing activity: Write a story to go with the ant table, or make your own table, with labels and write a story that uses the information in the table to explore multiples.

• In/Out

Record an input-output situation on the board and have students complete the missing values and fill in three or more inputs and related outputs.

10 ⇨ 6

4 ⇨ 0

12 ⇨ 8

⇨ 4

15 ⇨

⇨

⇨

Questions:

Use words to write a rule for the input/output situation. Subtract 4 from the in to solve for or find the value of out.

Write a story to go with the table; e.g., you want to buy a marble for 4 cents, the in number shows how many pennies you have or how much money in cents you have, the out number shows how much you have left after you buy a marble.

If 10 is the in number, what is the out number? Are there any other numbers that work if 10 is in? Are there any in numbers that could have more than one out number? This table represents a function because for each in there is only one out that satisfies the equation.

Instructional Resources

Blanton, M. (2008). Algebra and the elementary classroom, transforming thinking, transforming practice.  Portsmouth, NH: Heinemann.

Carpenter, T., Franke, M., & Levi, L. ( 2003). Thinking mathematically integrating arithmetic & algebra in elementary school. Portsmouth, NH: Heinemann

Cuevas, G., & Yeatts, K. (2001). Navigating through algebra in grades 3-5. Reston, VA: National Council of Teachers of Mathematics.

Van de Walle, J., Karp, K., & Bay-Williams, J. (2010). Elementary and middle school mathematics: Teaching developmentally. (7th ed.). Boston, MA:  Allyn & Bacon.

Van de Walle, J., & Lovin, L. (2006). Teaching student-centered mathematics grades k-3. Boston, MA: Pearson Education.

Van de Walle, J., & Lovin, L. (2006). Teaching student-centered mathematics grades 3-5. Boston, MA: Pearson Education.

Willoughby, S.S. (1997). Functions from kindergarten through sixth grade. Teaching children mathematics 3 (February 1997): 314-18.

Wickett, M., Kharas, K., & Burns, M.. (2002). Grades 3-5 lessons for algebraic thinking. Sausalito, CA: Math Solutions Publications.

New Vocabulary

New Vocabulary

"Vocabulary literally is the key tool for thinking."

Ruby Payne

rule - a set of instructions that is applied to a situation over and over

input -  a number that is acted on according to a rule

output - a number that is the result of a rule acted upon an input number

value - quantity or number in an input-output situation

Mathematics vocabulary words describe mathematical relationships and concepts and cannot be understood by simply practicing definitions.  Students need to have experiences communicating ideas using these words to explain, support, and justify their thinking.

Learning vocabulary in the mathematics classroom is contingent upon the following:

Integration:   Connecting new vocabulary to prior knowledge and previously learned vocabulary.  The brain seeks connections and ways to make meaning which occurs when accessing prior knowledge.

Repetition:    Using the word or concept many times during the learning process and connecting the word or concept with its meaning.  The role of the teacher is to provide experiences that will guarantee connections are made between mathematical concepts, relationships, and corresponding vocabulary words.

Meaningful    Multiple and varied opportunities to use the words in context.  These

Use:              opportunities occur when students explain their thinking, ask clarifying questions, write about mathematics, and think aloud when solving problems.  Teachers should be constantly probing student thinking in order to determine if students are connecting mathematics concepts and relationships with appropriate mathematics vocabulary.

Strategies for vocabulary development

Students do not learn vocabulary words by memorizing and practicing definitions. The following strategies keep vocabulary visible and accessible during instruction.

Mathematics Word Bank:  Each unit of study should have word banks visible during instruction.  Words and corresponding definitions are added to the word bank as the need arises.  Students refer to word banks when communicating mathematical ideas which leads to greater understanding and application of words in context.

Labeled pictures and charts:  Diagrams that are labeled provide opportunities for students to anchor their thinking as they develop conceptual understanding and increase opportunities for student learning.

Frayer Model: The Frayer Model connects words, definitions, examples and non-examples.

Example/Non-example Charts: This graphic organizer allows students to reason about mathematical relationships as they develop conceptual understanding of mathematics vocabulary words.  Teachers should use these during the instructional process to engage student in thinking about the meaning of words.

Vocabulary Strips:  Vocabulary strips give students a way to organize critical information about mathematics vocabulary words.

 word definition illustration

Encouraging students to verbalize thinking by drawing, talking, and writing increases opportunities to use the mathematics vocabulary words in context.

Murray, M. (2004). Teaching mathematics vocabulary in context. Portsmouth, NH: Heinemann.

Sammons, L. (2011).  Building mathematical comprehension: Using literacy strategies to make meaning.  Huntington Beach, CA: Shell Education.

Professional Learning Communities

Reflection - Critical Questions regarding the teaching and learning of these benchmarks.

What are the key ideas related to input-output situations at the third grade level?  How do student misconceptions interfere with mastery of these ideas?

What experiences do students need in order to develop an understanding of single operation input-output situations?

What kind of input-output situations should third graders experience?  What real world situations could these input-output rules represent?

How would you know a student understands the relationships shown in an input-output situation? Are some relationships in an input-output situation more important as students develop algebraic reasoning?

When checking for student understanding, what should teachers

• listen for in student conversations?
• look for in student work?

Examine student work related to a task involving a single operation input-output situation. What evidence do you need to say a student is proficient? Using three pieces of student work, determine what student understanding is observed through the work.

How can teachers assess student learning related to these benchmarks?

How are these benchmarks related to other benchmarks at the third grade level?

Professional Learning Community Resources

Bamberger, H., Oberdorf, C., & Schultz-Ferrell, K. (2010). Math misconceptions prek-grade 5: From misunderstanding to deep understanding. Portsmouth, NH: Heinemann.

Chapin, S., and Johnson, A. (2006). Math matters: Understanding the math you teach, grades K-8. (2nd ed.). Sausalito, CA: Math Solutions Press.

Chapin, S., O'Connor, C., & Canavan Anderson, N. (2009). Classroom discussions: Using math talk to help students learn (Grades K-6). Sausalito, CA: Math Solutions.

Fosnot, C., & Dolk, M. (2002). Young mathematicians at work: Multiplication and division. Portsmouth, NH: Heinemann.

Hyde, Arthur. (2006). Comprehending math adapting reading strategies to teach mathematics, K-6. Portsmouth, NH: Heinemann.

Lester, F. (2010). Teaching and learning mathematics: Transforming research for elementary school teachers. Reston, VA: National Council of Teachers of Mathematics.

Otto, A., Caldwell, J., Wallus Hancock, S., & Zbiek, R.(2011). Developing essential understanding of multiplication and division for teaching mathematics in grades 3 - 5. Reston, VA.: National Council of Teachers of Mathematics.

Parrish, S. (2010). Number talks: Helping children build mental math and computation strategies grades K-5. Sausalito. CA: Math Solutions.

Sammons, L., (2011). Building mathematical comprehension: Using literacy strategies to make meaning. Huntington Beach, CA: Shell Education.

Schielack, J. (2009). Focus in grade 3, teaching with curriculum focal points. Reston, VA: National Council of Teachers of Mathematics.

References

Bamberger, H., Oberdorf, C., & Schultz-Ferrell, K. (2010). Math misconceptions prek-grade 5: From misunderstanding to deep understanding.  Portsmouth, NH: Heinemann.

Bender, W. (2009). Differentiating math instruction: Strategies that work for k-8 classrooms! Thousand Oaks, CA: Corwin Press.

Bresser, R., Melanese, K., & Sphar, C. (2008).  Supporting English language learners in math class, grades k-2. Sausalito, CA: Math Solutions Publications.

Burns, Marilyn. (2007). About teaching mathematics:  A k-8 resource (3rd ed.). Sausalito, CA: Math Solutions Publications.

Burns, M. (Ed). (1998). Leading the way: Principals and superintendents look at math instruction. Sausalito, CA:  Math Solutions.

Caldera, C. (2005). Houghton Mifflin math and English language learners. Boston, MA:  Houghton Mifflin Company.

Carpenter, T., Fennema, E., Franke, M., Levi, L., & Empson, S. (1999). Children's mathematics cognitively guided instruction. Portsmouth, NH: Heinemann.

Cavanagh, M. (2006). Math to learn: A mathematics handbook. Wilmington, MA:  Great Source Education Group, Inc.

Chapin, S., & Johnson, A. (2006). Math matters: Understanding the math you teach, grades K-8. (2nd ed.). Sausalito, CA: Math Solutions Press.

Chapin, S., O'Connor, C., & Canavan Anderson, N. (2009). Classroom discussions: Using math talk to help students learn (Grades K-6). Sausalito, CA: Math Solutions.

Dacey, L., & Salemi, R. (2007). Math for all: Differentiating instruction k-2. Sausalito, CA: Math Solutions.

Donovan, S., & Bradford, J. (Eds). (2005). How students learn: Mathematics in the classroom. Washington, DC: National Academies Press.

Dougherty, B., Flores, A., Louis, E., & Sophian, C. (2010). Developing essential understanding of number & numeration pre-k-grade 2. Reston, VA: National Council of Teachers of Mathematics.

Felux, C., & Snowdy, P. (Eds.). ( 2006). The math coach field guide: Charting your course. Sausalito, CA: Math Solutions.

Fuson, K., Clements, D., & Beckmann, S. (2009). Focus in grade 2 teaching with curriculum focal points. Reston, VA: National Council of Teachers of Mathematics.

Hyde, Arthur. (2006). Comprehending math adapting reading strategies to teach mathematics, K-6. Portsmouth, NH: Heinemann.

Kilpatrick, J., & Swafford, J. (Eds). (2001). Adding it up: Helping children learn mathematics. Washington, DC: National Academies Press.

Leinwand, S. (2000). Sensible mathematics: A guide for school leaders. Portsmouth, NH:  Heinemann.

Lester, F. (2010). Teaching and learning mathematics: Transforming research for elementary school teachers. Reston, VA: National Council of Teachers of Mathematics.

Murray, M. (2004). Teaching mathematics vocabulary in context. Portsmouth, NH: Heinemann.

Murray, M., & Jorgensen, J. (2007). The differentiated math classroom: A guide for teachers k-8. Portsmouth, NH: Heinemann.

National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: NCTM.

O'Connell, S., & SanGiovanni, J. (2011). Mastering the basic math facts multiplication and division strategies, activities & interventions to move students beyond memorization. Portsmouth, NH: Heinemann

Parrish, S. (2010). Number talks: Helping children build mental math and computation strategies grades K-5. Sausalito. CA: Math Solutions.

Sammons, L. (2011). Building mathematical comprehension: Using literacy strategies to make meaning. Huntington Beach, CA: Shell Education.

Schielack, J., Charles, R., Clements, D., Duckett, P., Fennell, F., Lewandowski, S., ... & Zbiek, R. M. (2006). Curriculum focal points for prekindergarten through grade 8 mathematics: A quest for coherence. Reston, VA: NCTM.

Seeley, C. (2009). Faster isn't smarter: Messages about math teaching and learning in the 21st century. Sausalito, CA: Math Solutions.

Small, M. (2009). Good questions: Great ways to differentiate mathematics instruction.  New York, NY: Teachers College Press.

Uittenbogaard, W., & Fosnot, C. (2008). Mini-lessons for early multiplication and division, Grades 3-4. Portsmouth, NH: Heinemann.

Van de Walle, J., Karp, K., Bay-Williams, J. (2010). Elementary and middle school mathematics: Teaching developmentally. (7th ed.). Boston, MA: Allyn & Bacon.

Van de Walle, J. A., & Lovin, L. H. (2006). Teaching student-centered mathematics grades K-3. Boston, MA: Pearson Education.

West, L., & Staub, F. (2003). Content focused coaching: Transforming mathematics lessons. Portsmouth, NH: Heinemann.

Wickett, M., Ohanian, S., &  Burns, M. (2002). Teaching arithmetic: Lessons for introducing  division, Grades 3-4. Sausalito, CA: Math Solutions.

Willoughby, S. S. (1997). Functions from kindergarten through sixth grade. Teaching Children Mathematics, Feb., 314-18.

Yeatts, K., Battista, M., Mayberry, S., Thompson, D., & Zawojewski, J. (2004). Navigating through problem solving and reasoning in grade 3. Reston, VA: National Council of Teachers of Mathematics.

Zemelman, S., Daniels, H., & Hyde, A. (2005). Best practices: Today's standards for teaching and learning in America's schools. Portsmouth, NH: Heinemann.

Assessment

• The table shows how much money the Crafty Craft Store can make by selling packages of beads.
 Number of packages of beads sold Money made 1 \$4 3 \$12 5 \$20 7 \$28 9 10

If the pattern in the table continues, how much money can the store make by selling 9 boxes? _________________

By selling 10 boxes? _____________

Solution: 9 boxes = \$36, 10 boxes = \$40

Benchmark: 3.2.1.1

• A table is shown.

Input          Output

2                  12

4                  24

8                  48

What is the output number when the input number is 12?

A. 2

B. 60

C. 72

D. 96

Solution: C 72

Benchmark: 3.2.1.1

MCA III Item Sampler

Differentiation

Struggling Learners

Struggling Learners

Start with simple number patterns and rules for students to explore. Real-world contexts will help students make sense of a situation.  Input-Output charts are more challenging because of the lack of context.  Help students apply skip counting skills in input-output situations.

 People Legs Input Output 1 2 1 6 2 4 2 12 3 6 3 18 8 ? 4 ? ? 20 ? 30

Ask questions:  What is the relationship between the number of people and the number of legs?  What patterns do you see?

Using the input-output information: What patterns do you see?  How might the input and output values be related?

Concrete - Representational - Abstract Instructional Approach

(Adapted from The Access Center: Improving Access for All K-8 Students)

The Concrete-Representational-Abstract Instructional Approach (CRA) is a research-based instructional strategy that has proven effective in enhancing the mathematics performance of students who struggle with mathematics.

The CRA approach is based on three stages during the learning process:

Concrete         -           Representational       -           Abstract

The Concrete Stage is the doing stage. The concrete stage is the most critical in terms of developing conceptual understanding of mathematical skills and concepts.  At this stage, teachers use manipulatives to model mathematical concepts. The physical act of touching and moving manipulatives enables students to experience the mathematical concept at a concrete level.  Research shows that students who use concrete materials develop more precise and comprehensive mental representations, understand and apply mathematical concepts, and are more motivated and on-task.   Manipulatives must be selected based upon connections to the mathematical concept and the students' developmental level.

The Representational Stage is the drawing stage.  Mathematical concepts are represented using pictures or drawings of the manipulatives previously used at the Concrete Stage. Students move to this level after they have successfully used concrete materials to demonstrate conceptual understanding and solve problems.  They are moving from a concrete level of understanding toward an abstract level of understanding when drawing or using pictures to represent their thinking.  Students continue exploring the mathematical concept at this level while teachers are asking questions to elicit student thinking and understanding.

The Abstract Stage is the symbolic stage.  Teachers model mathematical concepts using numbers and mathematical symbols.  Operation symbols are used to represent addition, subtraction, multiplication and division.  Some students may not make a clean transfer to this level. They will work with some symbols and some pictures as they build abstract understanding.  Moving to the abstract level too quickly causes many student errors.   Practice at the abstract level will not lead to increased understanding unless students have a foundation based upon concrete and pictorial representations.

Bender, W. (2009). Differentiating math instruction. Strategies that work for k-8 classrooms! Thousand Oaks, CA: Corwin Press.

Dacey, L., & Lynch, J. (2007). Math for all: Differentiating instruction grades 3-5. Sausalito, CA: Math Solutions.

Murray, M., & Jorgensen, J. (2007). The differentiated math classroom: A guide for teachers k-8. Portsmouth, NH: Heinemann.

Small, M. (2009). Good questions: Great ways to differentiate mathematics instruction. New York, NY: Teachers College Press.

Van de Walle, J., Karp, K., & Bay-Williams, J. (2010). Elementary and middle school mathematics: Teaching developmentally. (7th ed.) Boston, MA:  Allyn & Bacon.

Van de Walle, J. & Lovin, L. (2006). Teaching student-centered mathematics grades k-3. Boston, MA: Pearson Education.

Van de Walle, J. & Lovin, L. (2006). Teaching student-centered mathematics grades 3-5. Boston, MA: Pearson Education.

English Language Learners

The terms input and output might be confusing. Real-world contexts help students make sense of an input-output situation.  Input-Output tables are more challenging because of the lack of a context. Make the relationship between an input and the corresponding output as visible as possible.

 People Legs Input Output 1 2 1 6 2 4 2 12 3 6 3 18 8 ? 4 ? ? 20 ? 30

Ask questions:  What is the relationship between the number of people and the number of legs?  What patterns do you see?

Model the language of the relationships in input-output situations and encourage students to describe the relationships. For example,

• The number of legs depends on how many people there are.
• If there are 3 people, then there will be 6 legs.
• If there are 10 legs, then there are 5 people.

Using the input-output information, what patterns do you see?  How might the input and output values be related?

Help students understand that rules are explicit and connected with each input/output situation.

• Word banks need to be part of the student learning environment in every mathematics unit of study. Refer to these throughout instruction.
• Word Use vocabulary graphic organizers such as the Frayer model (see below) to emphasize vocabulary words count, first, second, third, etc.

• Sentence Frames

Math sentence frames provide support that English Language Learners need in order to fully participate in math discussions.  Sentence frames provide appropriate sentence structure models, increase the likelihood of responses using content vocabulary, help students to conceptualize words and build confidence in English Language Learners.

Sample sentence frames related to these benchmarks:

 If the input is ___________ then the output is ______________.
 The rule is _____________ because ____________________________.
• When assessing the math skills of an ELL student it is important to determine if the student has difficulty with the math concept or with the language used to describe the concept and conceptual understanding.

Bresser, R., Melanese, K., & Sphar, C. (2008). Supporting English language learners in math class, grades k-2. Sausalito, CA: Math Solutions Publications.

Extending the Learning

Play "Guess My Rule" games. These are games in which a student gives examples of some "rule," and others try to discover the rule. After giving a few input-output examples (in writing) that follow the rule, other students take turns silently adding other input-outputs they think follow the rules. If the added input-output follows the "secret rule" the student leader nods yes; if incorrect, the leader nods no and the values are erased from the board. After several correct input-output values are added the student players can describe the rule using words and a "rule."

For example, if doubling was the "secret rule", the leader could write two pairs of numbers that follow the rule.

6 ⇨ 12

2 ⇨  4

7 ⇨ 14

Players would add other input-output values and the leader would let players know if the values followed the rule.

Bender, W. (2009). Differentiating math instruction: Strategies that work for k-8 classrooms! Thousand Oaks, CA.: Corwin Press.

Dacey, L., & Lynch, J. (2007). Math for all: Differentiating instruction grades 3-5. Sausalito, CA: Math Solutions.

Murray, M., & Jorgensen, J. (2007). The differentiated math classroom: A guide for teachers k-8. Portsmouth, NH: Heinemann.

Small, M. (2009). Good questions: Great ways to differentiate mathematics instruction.  New York, NY: Teachers College Press.

Classroom Observation

 Students are ... Teachers are ... creating input-output rules involving addition, subtraction and multiplication. asking questions to clarify student understanding of the input-output situations, and modeling the creation of an input-output table. describing and completing the pattern for an  input-output situation and determine the rule. providing input-output situations for students that contain at least three given corresponding input-output values. determining the rule for a given input-output situation. asking questions about the patterns in an input-output table. Focusing students on the relationship between a given input and a corresponding output. applying a rule to find an output value when given an input value and finding an input value when given an output value. providing single operation input- output rules and some related input-output values.

What should I look for in the mathematics classroom?

What are students doing?

• Working in groups to make conjectures and solve problems.
• Solving real-world problems, not just practicing a collection of isolated skills.
• Representing mathematical ideas using concrete materials, pictures and symbols. Students know how and when to use tools such as blocks, scales, calculators, and computers.
• Communicating mathematical ideas to one another through examples, demonstrations, models, drawing, and logical arguments.
• Recognizing and connecting mathematical ideas.
• Justifying their thinking and explaining different ways to solve a problem.

What are teachers doing?

• Making student thinking the cornerstone of the learning process. This involves helping students organize, record, represent, and communicate their thinking.
• Challenging students to think deeply about problems and encouraging a variety of approaches to a solution.
• Connecting new mathematical concepts to previously learned ideas.
• Providing a safe classroom environment where ideas are freely shared, discussed and analyzed.
• Selecting appropriate activities and materials to support the learning of every student.
• Working with other teachers to make connections between disciplines to show how math is related to other subjects.
• Using assessments to uncover student thinking in order to guide instruction and assess understanding.

For Mathematics Coaches

Chapin, S. and Johnson, A. (2006).  Math matters: Understanding the math you teach: Grades k-8, 2nd edition.  Sausalito, CA: Math Solutions.

Donovan, S., & Bradford, J. (Eds). (2005). How students learn: Mathematics in the classroom. Washington, DC: National Academies Press.

Felux, C., & Snowdy, P. (Eds.). ( 2006). The math coach field guide: Charting your course. Sausalito, CA: Math Solutions.

Sammons, L., (2011).  Building mathematical comprehension: Using literacy strategies to make meaning.  Huntington Beach, CA: Shell Education.

West, L., & Staub, F. (2003). Content focused coaching: Transforming mathematics lessons. Portsmouth, NH: Heinemann.

Burns, M. (Ed). (1998).  Leading the way: Principals and superintendents look at math instruction. Sausalito, CA:  Math Solutions.

Kilpatrick, J., & Swafford, J. (Eds). (2001). Adding it up: Helping children learn mathematics. Washington, DC: National Academies Press.

Leinwand, S. (2000). Sensible mathematics: A guide for school leaders. Portsmouth, NH:  Heinemann.

Lester, F. (2010). Teaching and learning mathematics: Transforming research for school administrators. Reston, VA:  National Council of Teachers of Mathematics.

Seeley, C. (2009). Faster isn't smarter: Messages about math teaching and learning in the 21st century. Sausalito, CA: Math Solutions.

Parents

Parent Resources

Mathematics handbooks to be used as home references:

Cavanagh, M. (2004). Math to Know: A mathematics handbook. Wilmington, MA:  Great Source Education Group, Inc.

Cavanagh, M. (2006). Math to learn: A mathematics handbook. Wilmington, MA:  Great Source Education Group, Inc.

What should I look for in the mathematics program in my child's school? A Guide for Parents developed by SciMathMN

In helping children learn, one goal is to assist children in becoming critical and independent thinkers. You can help by asking questions that guide, without telling them what to do.

Good questions, and good listening, will help children make sense of the mathematics, build self-confidence and encourage mathematical thinking and communication. A good question opens up a problem and supports different ways of thinking about it. The best questions are those that cannot be answered with a "yes" or a "no."

Getting Started

What do you need to find out?

What do you know now? How can you get the information? Where can you begin?

What terms do you understand/not understand?

What similar problems have you solved that would help?

While Working

How can you organize the information?

Can you make a drawing (model) to explain your thinking? What are other possibilities?

What would happen if . . . ?

Can you describe an approach (strategy) you can use to solve this?

What do you need to do next?

Do you see any patterns or relationships that will help you solve this?

How does this relate to ...?

Can you make a prediction?

Why did you...?

What assumptions are you making?

What did you try that did not work?

Can the explanation be made clearer?

Responding (helps clarify and extend their thinking)

Tell me more.

Can you explain it in a different way?

Is there another possibility or strategy that would work?

Is there a more efficient strategy?

Help me understand this part...

Adapted from They're counting on us, California Mathematics Council, 1995