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# Math Talk!

Jan 24, 2014

Mathematical Practice Standard #2 says: Reason Abstractly and Quantitatively. Basically this means that we can use math in a Contextualized or Decontextualized ways.

•  Contextualized= I can take numbers and put them into real world context
• Decontextualized= I can take numbers out of context and work mathematically with them

We want students to:

1. Create an understanding of the representation of the problem solved
2. Consider the units involved
3. Attend to the meaning of quantities
4. Use properties to help solve problems

I find that by helping students create a story problem from a detailed picture they are able to take numbers and put them into words/real world context. A great resource to help young learners understand and apply this strategy is the book called:

Math Talk by Char Forsten & Torri Richards (\$21.95 at Crystal Springs Books)

http://www.crystalspringsbooks.com/math-talk-prek-1.html?filter=SL550219

Using fanciful illustrations of nursery rhymes and thematic scenes, you will be able to:

• engage young children in fun but focused discussions;
• inspire them to create and share their own math stories;
• establish home-school connections so children can “talk math” with parents and siblings;
• differentiate instruction and scaffold content for diverse learners.

The book includes 16 full-color illustrations; these plus 4 bonus pieces are also available as Web downloads. Sure to capture young imaginations!

## Math in the Real World with Littles: Word Problem Story Mats

Itsall about getting kids to express their knowledge of mathematics concretely, pictorially, and abstractly – and these story mats will help!

## Working with Fractions: Adding Fractions

Finding the least common denominator? Find out why that’s more work and see how understanding equivalent fractions make adding fractions easier!

## Working with Fractions: Dividing Fractions

For most of us dividing fraction is one of those things where we got the right answer in math, but we don’t really remember why. Most of us memorized a procedure with a concept we don't understand: “don’t ask why, just invert and multiply.” Maybe it’s time to ask...