FLORIDA Pre-Algebra Teacher’s Guide Vol. A

Issue link:

Contents of this Issue


Page 29 of 390

Mathematical Practices and Discourse in Summit Math Summit Math contains opportunities for ongoing mathematical conversation that extends beyond set content to learn and practice. When students reason, argue, justify, refl ect, and defend, they develop conceptual understanding by evaluating and critiquing their own and others' ideas. Dialogue also helps a teacher to determine whether what has been taught has been learned at a deeper level. Lessons for Discussion Certain lessons and activities in Summit Math are specifi cally designed for student interaction and discussion. You may conduct these lessons online using the provided online discussion tool or offl ine in small or large groups. • Exchange Ideas lessons at the start of each unit help students conceptualize, internalize, extend, and apply math concepts through an interactive, personalized experience. Students complete a variety of activities that require them to solve problems in multiple ways, remember a process, extend or apply a concept, or respond to mathematical statements and ideas. For example, students may submit images of diff erent kinds of angles in their home or create memory devices to help keep track of a procedure. • Occasional Discussion lessons present a topic or problem for consideration and response. Students then comment on one another's answers and ideas. • Periodic Extension activities include two challenges for enrichment and deeper exploration, such as number puzzles and brain teasers. Students may choose one or both challenges to complete and then share their responses with other students. Strategic Questioning in Summit Math Activities Throughout Summit Math, you have the opportunity to use conversation to prompt student interaction and ownership of learning. With eff ective questioning, you can create an environment of collaboration and discussion that students learn to enjoy rather than tolerate. Some possible approaches for the diff erent parts of a lesson follow. GET READY • Have students defend their answers to the opening question in 60-Second Math, before it is revealed. Ask questions such as, "What makes you think that is correct?" • During the Quick Check activities, ask for diff erent representations of prerequisite knowledge such as "Draw a real-world example of a positive slope." x x x MATHEMATICAL PR ACTICES

Articles in this issue

view archives of Brochures - FLORIDA Pre-Algebra Teacher’s Guide Vol. A