Primary+Junior+Math+Connections

**Group Members:** Sharon M., Carole H. Nancy T. Sandra F., Ronna P., Kelly G., Lori S.


 * Subject:** Math


 * Grade:** Various - primary/junior


 * Key Learning:** Making connections within and between various strands of mathematics (connections between concepts, representations, and forms within math; connections involving use of prior knowledge and experience;connections between mathematics and the real world)


 * Frame Critical Challenge:**


 * ROUGH NOTES:**

Questions: (posted as they came up - let's pick the one which best fits this challenge)
 * What mathematics is present in this picture?
 * How might Jane have used mathematics from different strands to make this picture clearer? (This speaks to representation, instead of interpretation)
 * How does what you know about -- help you understand this?
 * What is it that you know about math that helps you understand this?
 * What mathematical concepts help you to understand this?
 * What mathematical ideas that you know help you to understand this?
 * What mathematical strategies help you to understand this?
 * What math might Jane already know that helped her answer this question?
 * What other math might she have used to help her answer this question?
 * What math do you already know that might help you answer this question?
 * Where's the math in the solution being presented?
 * Question:: Are we going to try to work through student representations, or are we going to focus on student interpretation of images?: If we use images (such as those in the Cathy Fosnot) and ask "What mathematics is in this picture?" we're really asking for students to create math problems, or think of math problems that are present in the picture. If we show student work about a problem that a student has solved, then we are asking our students to interpret the mathematics that has been used and is being represented ......**
 * Question:: Are we going to try to work through student representations, or are we going to focus on student interpretation of images?: If we use images (such as those in the Cathy Fosnot) and ask "What mathematics is in this picture?" we're really asking for students to create math problems, or think of math problems that are present in the picture. If we show student work about a problem that a student has solved, then we are asking our students to interpret the mathematics that has been used and is being represented ......**


 * Type of Critical Challenge:**

Critique the Piece


 * Culminating ideas/type of challenge to show learning:**

Solve a math problem - representing your solution in as many different ways as possible. (????)


 * Criteria for Judgment:**

How do the different ways of coming to a solution to a math problem connect to each other? What is the connection between the different ways of representing a math solution? How can we connect the different ways of representing a given math solution? How do the different ways of representing a given math solution connect to each other?


 * Background Knowledge required:**

Math vocabulary: Math concepts:


 * Critical Thinking Vocabulary:**


 * Thinking Strategies:**


 * Habits of mind** (one or two to focus on):

perseverence curiousity risk taking flexible thinking