Thinking Maps for Math
I have encountered more than a couple of folks lately that have a hard time imagining Thinking Maps in the math classroom. So I thought I would get better about sharing what I'm doing. Today I have just a sample for you of the Thinking Maps I am using in my unit on linear functions. I hope this gets some ideas flowing for you!
Before I get started...
This is a brace map that breaks down all of the pieces of our slope intercept equation to make them meaningful. A teacher could use this map to introduce the equation or students could create this map to show their understanding of the equation. The focus of this map is MP7, looking for and making use of structure, because understanding what formulas mean allow us to manipulate them so that we could use this formula not only to graph, but to write an equation given a point and a slope.
This is a bridge map about vocabulary. The focus here is MP3 because in order to construct viable arguments we need to know what things are called and be able to describe our work using the correct terminology. I would also argue that this supports MP6 for attending to precision since precise language is just as important as precise calculations. This map might work best if the teacher were to give the first pair and let students know they were looking for two more bridges, but I always like to let my students have a "productive struggle" to figure out the wording of the relating factor. I put the y words on top to reinforce the idea of the slope ratio.
My final example for today is a double bubble map comparing slope-intercept form to standard form for linear functions. I would look to students for some more similarities for the middle, but I thought this would get you started. I would have this map be student created to evidence their understanding of these two formulas. I would say that this relates again to CCSS MP7 since we are once again using formulas to look for and make use of structure.
No comments:
Post a Comment