tag:blogger.com,1999:blog-7495150512757148016.post4892235059079853466..comments2023-05-17T05:48:54.016-07:00Comments on My Journey So Far...: Percents with Cuisenaire RodsAdriannehttp://www.blogger.com/profile/14027852303617033065noreply@blogger.comBlogger3125tag:blogger.com,1999:blog-7495150512757148016.post-18948733012171826222021-02-25T06:43:06.519-08:002021-02-25T06:43:06.519-08:00It's funny that you bring up context. I think...It's funny that you bring up context. I think that part of why I don't remember the exact problem is because I did not connect with a basketball context. I had to read a few times to decipher what info I had and what was being asked. So I am sure that I am not communicating it clearly in this post. When I met with the 7th grade team to discuss some of my realizations we got into a conversation about context. We reviewed all the problems and thought about which ones needed to be changed because students did not or would not connect with the context. <br /><br />It's interesting because sometimes teachers strip the context thinking that it will help students who struggle (with math or reading) focus just on the numbers, but students often struggle more because they have no way to connect with and decode what the numbers mean and the relationships that are there. I could write a whole other blog post about that. :DAdriannehttps://www.blogger.com/profile/14027852303617033065noreply@blogger.comtag:blogger.com,1999:blog-7495150512757148016.post-11926795373937370232021-02-25T03:06:27.067-08:002021-02-25T03:06:27.067-08:00And I'm looking at your great charging batteri...And I'm looking at your great charging batteries post now - which does give a really solids and familiar context that grounds all your more abstract percentage work.<br />https://burnsmath.blogspot.com/2021/02/charging-batteries-exploration-of.htmlSimon Gregghttps://www.blogger.com/profile/07751362728185120933noreply@blogger.comtag:blogger.com,1999:blog-7495150512757148016.post-62835596098739036932021-02-25T02:52:12.682-08:002021-02-25T02:52:12.682-08:00It's great to see you thinking this through so...It's great to see you thinking this through so thoroughly, Adrianne. And I like the idea of getting the students to do some of the same thinking too - which rods would work for showing 50%? 30%?<br /><br />Also, like you say that ladder of abstraction needs to be planted firmly on the concrete, and the concrete needs to be not too slippery. Maybe because my mind is on really young children at the moment, maybe because I don't follow basketball, but I was skidding a bit on your initial framing of the basketball problem: "I don't remember the exact problem, but it was about basketball free throws. 12 were made and that was 75% accuracy. It was asking how many shots were attempted."<br /><br />I think, from the whiteboard and discussion, you mean that 12 accurate shots were made, and the overall accuracy rate of all shots was 75%.<br /><br />It's annoying to have someone pick apart words, and here you're writing for the sympathetic and knowledgeable reader, so you don't need to be so very careful, but it just reminds me that when there's a low-context situation, we rely on the words being carefully framed. <br /><br />Which is maybe why we try and increase the context, and put less weight on words, for instance à la Dan Meyer. To find images from everyday life with percentages for example. Kitchen rolls, 25% extra, and suchlike.<br /><br />But you know all this. Simon Gregghttps://www.blogger.com/profile/07751362728185120933noreply@blogger.com