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Saturday, 3:30-5:00
Pacific Grove Middle School
| CODES for Type of Session (at top, after Session
#) | FG=Focus
Group
| INT=Interactive
Education | | PNL=Panel | MITI=Make-it
Take-it | | PRS=Presentation | W=Workshop TICKET
REQUIRED |
| STRAND or SPECIAL INTEREST CODES |
| BT=Beginning Teachers | CAMTE=Teacher Educators | | TODOS=Math for All | LDR=Leadership | | $ Involves commercially available product |
Changed & New Sessions this hour:
Closed Workshops this hour:
Canceled Sessions this hour:
Make It Take It
530 LEVEL: GI TYPE: MITI
STRING POLYHEDRA WITH A TWIST: A MAKE-IT TAKE-IT SESSIONPatricia Ritchie Reese, Mathematics Instructor, Sierra College
Come
make polyhedra using straws and elastic thread that allow the shapes to
twist and flex. You will be amazed at how you can transform a 3-D shape
into a 2-D shape or into other 3-D shapes hidden inside the original.
Each year many participants return to create new polyhedra to take home
and explore! There will be many wonderful student samples, showing
student-group investigations into various areas of polyhedral
properties. The possibilities are endless!
531 LEVEL: 9-12 TYPE: INT
WATCH YOUR STUDENTS ACT: KINESTHETIC ASSESSMENTMasha Albrecht, High School Teacher, Berkeley High School
We know students learn well when they are active. What can we learn from watching them act? The presenter shares successful kinesthetic activities she has used both for learning and for assessing student understanding. We will watch videos of students performing mathematics and discuss what we think they know.
532 TICKET REQUIRED LEVEL: PK-5 TYPE: W
ALGORITHMS: TEACHING TO MAXIMIZE STUDENT UNDERSTANDINGStephanie Biagetti, Assistant Professor, Sacramento State University
During this workshop you will use base ten materials to explore standard and alternative algorithms and discuss how you can teach algorithms to maximize student understanding. We will investigate all four algorithms for the operations using word problems and concrete manipulatives. In addition, we will focus on transitioning the students' conceptual understanding of the operations into the standard algorithm formats using place value language and actions with the manipulatives as our guide.
BT
533 TICKET REQUIRED LEVEL: PK-2 TYPE: W
GAMES, GRIDS, TEN FRAMES: NUMBER SENSE FOR PRIMARY GRADESAnn Carlyle, Supervisor/Instructor, UC, Santa Barbara
In this K-2 workshop, the tens frame is used as a way for students to see a number of objects as composed of fives and extras. The arithmetic rack (rekenrek) is a visual and physical tool for thinking about number combinations and differences. We will explore some engaging games that build number sense using these kinds of grids and arrays. The supplies required for the classroom are simple to make and/or readily available.
BT
534 TICKET REQUIRED LEVEL: PK-5 TYPE: W
MATH: A MOVING EXPERIENCEMarilynn Manderscheid, Resource Specialist, West Orange County Consortium for Special Education
Using visual, auditory, and kinesthetic strategies to teach mathematics provides the essential elements of learning, stimulation, repetition, and novelty. Participants will explore multi-modality strategies to introduce and reinforce geometry, fractions, and graphing skills, as well as math facts. Teachers' special needs will be addressed.
BT
535 TICKET REQUIRED LEVEL: 6-12 TYPE: W
UNWRAPPING SURFACE AREALaurie Boswell, Mathematics Teacher; Author, The Riverside School
How are prisms and cylinders alike? How are pyramids and cones alike? Unwrap student confusion by exploring 2-D nets! We will use geofix manipulatives and common containers to develop an understanding of surface area and how to generalize the many formulas. Student engagement, discourse, and a castle blueprint activity will be discussed.
$
536 LEVEL: 9-12 TYPE: PRS
USE OF TECHNOLOGY AND SOME CALCULUS IN FINANCE MATHDavid Lau, Mathematics Instructor at Mission San Jose High School and Professor at Ohlone College, Mission San Jose High School & Ohlone College
Using TI-84+ graphing calculators (TVM program) to compute mortgage payments, refinancing a loan, build up funds for retirement (IRA), calculate equity and investments. The session includes some basic use of calculus to compute present and future values and comparing results from TVM program. Brief power point presentation on the use of calculus to solve finance problems.
$
537 LEVEL: 9-12 TYPE: INT
ENGAGING CONCRETE/EXPERIENTIAL LEARNERSDan Goldfield, Teacher, Island High School
The focus of this discussion is real-world applied math problems that engage learners of all types, but with a special focus on concrete, experiential learners (type 1). Type 1 learners have the most problems in traditional classrooms. A brief discussion of 4MAT testing to determine learner type motivates the discussion, but most time will be spent modeling, discussing, and building a toolbox of projects and problems usable in Algebra and Geometry.
BT
540 TICKET REQUIRED LEVEL: 3-5 TYPE: W
DEVELOPING FRACTION SENSE WITH PATTERN BLOCKSCheryl Roddick, Associate Professor, San Jose State Univ; & Christina Silvas-Centeno, Mathematics Curriculum Specialist, San Jose USD
In this workshop, pattern blocks are used as the foundation for understanding all aspects of fraction concepts as well as computations. Participants will learn how to use the blocks to: 1) develop the idea of fractional parts, 2) make fair trades with the pattern blocks to create equivalent fractions, 3) solve real world problems involving addition, subtraction, multiplication, and division of fractions, and 4) provide meaning for the algorithms for arithmetic of fractions.
BT $
541 LEVEL: PK-2 TYPE: INT
GEOMETRY: MORE THAN NAMING SHAPES FOR PRESCHOOLSandy Silverman, Coordinator, San Diego County Office of Education
Young children have a great understanding of the mathematical relationships that are the basis of geometry. Discover a classroom geometry investigation designed by 4-6 year olds. Have fun experiencing the actual activities while also learning how to follow children's interests and support mathematical learning. Real world experiences with geometry will also be explored.
542 TICKET REQUIRED LEVEL: 3-8 TYPE: W
BASE-10 BLOCKS: THEY'RE NOT JUST FOR WHOLE NUMBERS ANYMORE!Melissa Gilbert, Assistant Professor, Department of Education, Santa Clara University; & Tom Wong, Teacher, Department of Mathematics, Downtown College Prep
Participants will learn how to use Base-10 blocks for teaching with understanding the following concepts: whole and decimal number place value, ordering, and operations, including long division. Particular attention will be paid to: 1) changing the unit to help students dispel their misconceptions about the meaning of decimal quantities, and 2) using the blocks to explain the steps of the standard algorithms for addition, subtraction, and division.
543 LEVEL: 3-5 TYPE: INT
ENGAGING ACTIVITIES + EFFECTIVE STRATEGIES = STUDENT SUCCESSLeigh Childs, Educator/Consultant
Ensure all students success in regular, after-school and summer school programs. Selected activities and instructional strategies enhance number sense, number fluency, and mathematical reasoning as students build basic competence and mathematical confidence. Handouts ensure immediate classroom use.
BT
544 LEVEL: 3-5 TYPE: INT
MATH AND ART OF THE FACE: FROM DA VINCI TO PICASSORenee Goularte, Teacher, Thermalito USD; & Sharon Bloomingcamp, Retired
Integrate creativity with measurement and geometry while exploring the works of da Vinci and Picasso. Find the Golden Ratio in da Vinci's Mona Lisa, compare the proportions to those in actual human faces, then use fraction concepts to draw a face with accurate proportions. Create a Picasso-like Cubist face collage entirely from geometric shapes. Learn and discuss ways to extend the mathematics in these art activities. This interactive presentation is geared toward third through fifth grades, but is adaptable for some younger and older students.
545 LEVEL: 6-12 TYPE: PRS
REASONING WITH PROBABILITYKevin Rees, Math Department Chair, Marin Academy
Probability gets minimal coverage in many math courses, and students often remember little beyond flipping a coin, tossing a die and computing simple probabilities. We will explore how examples such as independence, mutual exclusivity, Simpson's Paradox, the law of averages, and the geometric distribution can allow students to make inferential decisions about real world situations.
BT
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This Page was last updated: Wednesday, September 2, 2009 at 4:25:44 PM
This page was originally posted: 9/28/2001; 5:14:19 PM.
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