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Creativity in the

Mathematics
Classroom
Stephanie J. McKee
Mary Murtha
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Focus Question:
How can we apply the SMPs to enhance creativity in
the math classroom?

Learning Goal:
Teachers will be able to identify, plan for, and
accentuate creativity in the math classroom.

Read the following quotes:


Encouraging mathematical creativity in addition to computational
fluency is essential for children to have a productive and enjoyable
journey while developing a deep conceptual understanding of
mathematics. For the development of mathematical talent, creativity
is essential.

Mathematical creativity is difficult to develop if one is limited to


rule-based applications without recognizing the essence of the
problem to be solved.
Go to bit.ly/createPLintro and type the first word that comes to your
mind when you think about creativity in your classroom.

What is creativity?
At its most basic, creativity involves the creation of something
new that is appropriate in some context.
When thinking about the classroom, we typically modify this
definition slightly:
Creativity involves the creation of a product or idea that is
new to the creator and appropriate in some context

Thinking Outside of the Box Activity


When is 1+1=24?
Can you generate other examples where context changes the solution?
Jot your examples here: bit.ly/createPLbox

May the Fours be with you

Teams will complete the Creativity puzzle by matching the terms, definitions, and
examples.

Solution

Fluency
Standard
SMP8. Look for and express
regularity and repeated reasoning.

MGSE7.NS.1d Apply properties of


operations as strategies to add and
subtract rational numbers.

MGSE7.EE1 Apply properties of


operations as strategies to add,
subtract, factor and expand linear
expressions with rational
coefficients

Activity
Given a rule, students come up with as
many examples or non-examples of
the rule as they can.
Given a solution, have students
generate sums and differences that
equal the solution.
Given an expression, have students
generate a list of equivalent
expressions using the properties

Flexibility
Standard
SMP3: Construct viable
arguments and critique the
reasoning of others

Activity
Create a math blog, provide your
students a topic, a picture of a
historical landmark, or a real world
problem. Have students discuss
solutions via the blog.

MGSE7.G.4 Given the formulas for the


area and circumference of a circle, use
them to solve problems; give an
informal derivation of the relationship
between the circumference and area of
a circle.

Have students bring in various


spherical objects. Without cutting the
objects, students work together to
determine how to measure the
diameters and the circumferences.

MGSE6.SP.2. Understand that a set of


data collected to answer a statistical
question has a distribution which can
be described by its center, spread, and
overall shape.

Students will design and conduct a


study about a product. They will use
data to sell their product. Students
must report how they used bias to
maximize positive results

Originality

Standard
SMP2. Students reason abstractly
and quantitatively.

MGSE7.SP.7a Develop a uniform


probability model by assigning equal
probability to all outcomes, and use
the model to determine
probabilities of events.
MGSE7.RP.2 Recognize and
represent proportional relationships
between quantities.

Activity
Students play the role as a consultant to the
military to deal with a biohazard. Students
are challenged to create equations to model
the bacterias behavior and allow the
military to predict bacterial growth and risk
factors.

Have students create carnival games


and determine the likelihood of a
favorable outcome

Have students take pictures of items and


have a partner create a unit a measure to
determine the actual height of the item in
the picture.

Elaboration
Standard

Activity

SMP6. Attend to precision

Have students use their understanding


of rational numbers to generate a
definition for irrational numbers

8.EE.8b Solve systems of two linear


equations in two variables algebraically,
and estimate solutions by graphing the
equations.

Create a webquest where students


compare the costs of cellular phone
plans using a table, graph, and equation.

MGSE7.EE4a Solve word problems leading


to equations of the form px + q = r and p(x
+q) = r, where p, q, and r are specific
rational numbers. Solve equations of
these forms fluently.

Ask the question backward, giving the


students the end result and having them
work through to where they must have
started. For example, given the value of
x, find as many equations that have that
solution.

Work Session
Go to bit.ly/createPL
Make a copy of the Creativity Matrix for the work session.

Summary
Please share a creative activity that you designed during todays work session.

Closing
Please go to: bit.ly/createPLpledge and share your thoughts on todays PL.

Resources

Teachers First
Torrence Framework
Standards for Math Practice
NRICH
Article on Math Creativity
Creative Problem Solving
Inquiry Based Learning

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