Crime Scene Investigation: Using Technology to Make and Test Conjectures about Similarity
Presenter: Max Ray
Overview for "students" and observers: We will introduce a problem solving strategy development approach that we have been using in low and high performing schools in order to increase student engagement in math, structure student-centered inquiry, and foster more rigorous math talk. We will model the development of mathematical thinking in which students connect conceptual understanding with strategic thinking and procedural fluency with the aid of TI-NspireTM handhelds.Agenda for "students":
Launch: Notice and Wonder about crime scene photos (from Core Plus Mathematics Project, Course 3)
Explore: Use TI-NspireTM handhelds to answer questions generated by the crime scene and share methods using the Navigator system
Summarize, Reflect, Extend: Connect this investigation to our big questions about big math ideas.Resources for observers [pdf]:
In planning courses we tend to think of five strands that we want to explicitly name and work on with our students: mathematics, problem solving, learning to learn, and communication. Sometimes we also include groupwork/interaction models/collaboration as a separate strand, but we won't focus on that here. Attached are some documents that indicate frameworks we use in thinking about these strands. Please help us think about today's lesson in terms of these strands.
A broad overview of the math behind the lesson. Tantalizing...
The Concept, Method, Procedure framework.
Our prepared facilitation questions.
A handout from the Connected Math Project explaining the Launch, Explore, Summarize lesson structure.
Problem-solving strategies and facilitation questions from the Math Forum's Problem-Solving and Communication Activity Series
The Common Core State Standards Initiative's Mathematical Practices.
A rough developmental sequence of student mathematical communication (writing and talk).
Lauren Resnick and the Institute for Learning's Accountable Talk Framework.
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