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Essay / Valid Mathematical Task - 955
“Doing mathematics begins by posing interesting tasks, then creating an environment in which students take risks, share and defend mathematical ideas” (Van De Walle, Karp, Bay-Williams , 2013). A purposeful task encourages students to think, collaborate and discover. When teaching mathematics, teachers must ensure that students can use their background knowledge to make new connections and learn from each other. “Mathematics is not limited to performing a series of exercises or imitating the process explained by the teacher” (Van De Walle, Karp, Bay-Williams, 2013). Memorization and repetition impact the learning of math skills, but do not encourage problem solving. Problem solving is an integral part of every math lesson. “Specifying the mathematical objectives of the lesson is an essential starting point for planning and teaching a lesson” (Smith and Stein, 2011). Measuring and estimating are mathematical concepts that we use every day. It is sad to see third graders unable to read a clock or answer questions about the time. These concepts are also addressed in the Common Core and our national standards. My learning experience will be based on content standard 3.MD.A.2, Telling and writing time to the nearest minute and measuring time intervals in minutes. Solve problems involving the addition and subtraction of time intervals in minutes (Council of Chief State School Officers, 2010). After this lesson, students will be able to explain elapsed time using minute intervals. Mastering this goal will help my students keep track of time. Students will use this skill for the rest of their lives. Additionally, it is a skill tested on the state test. In addition to the standards, students will be able to review and incorporate some math practices......middle of article.......271-299). Bloomington, IN: Solution Tree PressReeves, DB (2001) What do all engaging scenarios have in common? In Making Standards Work: How to Implement Standards-Based Assessment in the Classroom, School, and District (3rd ed., pp. 113-116). Denver. CO: Advance Learning Press. Smith, M. S. and Stein, M. K. (2011). 5 Practices for Leading Productive Mathematics Discussions. Reston, VA: National Council of Teachers of Mathematics, Inc. Tomlinson, CA (2010). Differentiated instruction in response to academically diverse student populations. In R.Marzano (Ed.), On excellence in teaching (pp. 247-268). Bloomington, IN: Solution Tree PressVan de Walle, JA, Karp, KS, & Bay-Williams, JM (2013). Mathematics in elementary and middle schools: Developmental teaching (8th ed.). Upper Saddle River, New Jersey: PearsonPublications.