Presentation on theme: "Education Transformation Office"— Presentation transcript:
1Education Transformation Office PRIMARY MATHResources and Building Content KnowledgeEducation Transformation Office
2Common Board Configuration (CBC) DATE: August , 2013Introductions:3 – ActivityVocabulary: Pacing guide, Skills Sheets, Journal Entries , Rubric, NGSSS, Item SpecsExit Slip:Revisit Essential QuestionBELL RINGER:BENCHMARK: Math Resources and Content.AGENDA:I Do:Review focus group materialsWe Do:Teach One/Learn One ActivityMath Content TrainingThey Do:Map out how you’re going to teach the beginning of the year concepts.You Do:Processing Time: Answer the essential questionHomework InstructionObjective: Today we will explore the math content and review resources to help implement best practices to teach the content effectively.ESSENTIAL QUESTION: How can exploring the math content and resources help me to be a more effective teacher?
3Write 2 actions that will assist you in meeting your goals 3-2-1Set 3 Goals for this school yearWrite 2 actions that will assist you in meeting your goalsWrite 1challenge that mayEncounter
4ESSENTIAL QUESTION:How can exploring the math content and resources help me to be a more effective teacher?
6What’s NEW???Full implementation of Common Core in the new GO Math series.Reflex math- Computer program for fluencyNew Teacher Lead Center (TLC) packetsNewly created bellringers by benchmark infusing basic skills for practiceNew Think Central dash boardsiReady
9GO MATH / ThinkCentral.com Go Math textbooks are all correlated to Common Core.Schools will receive updated Common Core Teacher’s EditionsYou will continue to have access to the “Old GO MATH” with the NGSSS through thinkcentral.com
15To find the Common Core Crosswalk, log into Think Central’s website To find the Common Core Crosswalk, log into Think Central’s website. Youclick on OnCore Math Teacher Edition. When you click on the crosswalk link,you’ll be able to find the OnCore
16What must students be able to do? Know number names and the count sequenceCount to tell the number of obectsCompare numbersUnderstanding addition as putting together and adding to, and understanding subtraction as taking apart and taking from.
17Independent Centers Binder This binder has ideas and Activities for the Independent Center. The math Coach has this binder.
19Instructions of Collaborative Strategy TEACH ONE, LEARN ONEInstructions of Collaborative StrategyUse your popsicle stick to determine which group you are in.Everyone will all be in groups of three.Every 3 minute segment, one person will be the teacher, another person will be the student, and one could be the observer.The teacher will teach the student a lesson on any preferred subject.The student will take notes.The observer will watch the behaviors.After three minutes you will switch roles.Continue to rotate until you have been all three roles.
20TEACH ONE, LEARN ONE What to do? Wait until you’re told to begin. Once you get a signal to begin, you will write a response to a question for two minutes non-stop onto a sheet of paper.
21TEACH ONE, LEARN ONEWhat is Teaching?(Two Minutes)
22TEACH ONE, LEARN ONEWhat is Learning?(Two Minutes)
23TEACH ONE, LEARN ONENow, discuss your answers with a shoulder partner.You can revisit your two answers. Has your answer changed from the two question? If so, take two minutes to reflect and change youranswer.
24DIGGING DEEPER INTO THE MATH CONTENT Kindergarten
25Counting and Cardinality Understanding and Working with Numbers 0 to 5 TOPIC ICounting and Cardinality Understanding and Working with Numbers 0 to 5
26Starting off the year with Kindergarten math Kindergarten is a time for vocabulary growth. Part of this vocabulary concerns numbers.Teachers should connect meaning to written numbers and number words, include pictures as well as manipulatives. This helps children internalize the idea that the same quantity can be represented many different ways.
28Common Core Required Fluency The content standards have three levels of organization. The standards define what students should understand and be able to do. These standards are organized into clusters of related standards to emphasize mathematical connections. Finally, domains represent larger groups of related standards.
30Counting and Cardinality Understanding and Working with Numbers 0 to 5 TOPIC ICounting and Cardinality Understanding and Working with Numbers 0 to 5New Edition Common Core TextbookMACC.K.CC.2.4a, MACC.K.CC.1.3, MACC.K.CC.2.4b,MACC.K.CC.2.5
31TOPIC I ESSENTIAL CONTENT INCLUDES: C. Representing Numbers 0 to 5Draw number setUsing manipulativesUsing objectsUsing number lineD. Writing Numbers 0 to 5TraceFree hand (write out the word)A. Counting Numbers 0 to 5Rote countingCounting using objectsB. Recognizing Numbers 0 to 5VerballySelecting/matching number with quantityCreating sets up to 5Number words
32Connecting Literature to Math: Prerequisite skillsIt’s imperative to read a math story. Use attributes such as size, color, and shape to determine similarities and differences.Create a book using size, color, and shape to determine how objects are alike and how they are difference.
33Lesson 1.1-1.2 Objective: Model, count, and write 1 and 2
34What does it look like?Using numbers to represent quantities is one of the most important aspects of mathematics for young children.Numbers are essential to comparing quantities and to knowing “how many” or “how much.”Understanding what numbers mean helps children describes situations and follow directions.Children consolidate and extend their prior knowledge of numbers by representing them with a variety of physical objects, spoken words, and written symbols.Materials needed:Connecting cubes / linking cubes
38Lesson 1.3-1.5 Objective: Hands On, Model and Count 3, 4, & 5 Using a Five Frame to ModelFive frames show quantities and relationships among numbers. This tool help children see that as they count each number in succession, the number named relates to a quantity that is one greater than the previous number.As you introduce numbers 1 to 5, children should use five frames, which is a type of visual organizer.
39Lesson 1.6-1.10 Objective: Write ways to make 5; Count and order to 5 Sample Activity:
40What does it look like? IMPORTANT: Make sure teachers give students time to complete the Problem Solving page for each lesson.Revisit Essential question
42OELCS 2005 Math Module 3 Speaker Notes Standards for Mathematical Practices“The Standards for Mathematical Practice are unique in that they describe how teachers need to teach to ensure their students become mathematically proficient. We were purposeful in calling them standards because then they won’t be ignored.”Mathematically literate students are able to analyze, reason, and communicate ideas effectively as they pose, formulate, solve and interpret mathematical problems in a variety of situations.~ Bill McCallum
43OELCS 2005 Math Module 3 Speaker Notes Mathematical PracticesMake sense of problems and persevere in solving themReason abstractly and quantitativelyConstruct viable arguments and critique the reasoning of othersModel with mathematicsUse appropriate tools strategicallyAttend to precisionLook for and make use of structureLook for and express regularity in repeated reasoningMake Sense, Persevere, Reason abstractly and quantitatively, construct viable arguments, critique others reasoning, Model with mathematics , use tools strategically while attending to precision, structure and repeated reasoning
44Topic I Mathematical Practices MP 3: Construct viable arguments and critique the reasoning of others.Mathematically proficient students can…make a mathematical statement (conjecture) and justify itlisten, compare, and critique conjectures and statements
45Topic I Mathematical Practices MP 5: Use appropriate tools strategically.Mathematically proficient students can…consider the available tools when solving a problem (i.e. ruler, calculator, protractor, manipulatives, software)use technological tools to explore and deepen their understanding of concepts
46Professional Development Podcast MP 3 and 5 Communication is key to growthAsk open-ended questions. Accept many responses to encourages children to communicate and share ideas with others. Through critiquing the reasoning of others, children begin to realize that more than one answer and more than one way to reach a solution are often possible in math.Questions such as these may help to encourage classroom communication:Does anyone have another idea?How did you decide that?Why did you do it that way? How can you check to be sure?Is there another way to explain that?Does your way work with other numbers?
47DIGGING DEEPER INTO THE MATH CONTENT First Grade
48Operations and Algebraic Thinking Tasty Addition Concepts TOPIC IOperations and Algebraic Thinking Tasty Addition Concepts
49Starting off the year with First Grade math First grade begins the year off with addition at the pictorial level.To reinforce the concept of “adding to,” children count numbers of objects in one group and count how many more have been added to the group.Teachers should connect meaning to written numbers and number words, include pictures as well as manipulatives. This helps children internalize the idea that the same quantity can be represented many different ways.
50Operations and Algebraic Thinking Addition Concepts TOPIC IOperations and Algebraic Thinking Addition ConceptsNew Edition Common Core TextbookMACC.1.OA.1.1, MACC.1.OA.2.3, MACC.1.OA.3.6
51TOPIC I ESSENTIAL CONTENT INCLUDES: C. Problem Solving with AdditionRepresenting the Problem in a Concrete WayModeling Adding ToUsing Addition ExpressionA. Basic Counting Skills Review(could be taught as a dailyreview)B. Addition Situations1. Meaning of Addition2. Addition SentencesAdding ToPutting TogetherAdding Vertically andHorizontallyAdditive, Commutative, and Associative Properties
52Connecting Literature to Math: Prerequisite skillsIt’s imperative to read a math story. Use attributes such as size, color, and shape to determine similarities and differences.Create a book using size, color, and shape to determine how objects are alike and how they are difference.
53Lesson 1.1-1.5 Objective: Hands on; Use pictures to add, model adding to and model putting together
54What does it looks like?IMPORTANT: This is an indication that the connecting cubes must be used with this lesson.
57Using a Bar ModelA bar model is a tool for representing addition and subtraction problem situations with an unknown, or missing number.The visual representation of the situation in the bar model can be used to write a number sentence.Examples:There are 3 girls playing soccer. Then 2 boys join them. How many children are playing soccer?There are 7 baseball bats in a box. 3 are blue and the rest are red. How many bats are red?
60What must the students be able to do? Adding to a groupModel putting togetherShow adding in any order
61Topic I Mathematical Practices MP 4: Model with mathematics.Mathematically proficient students can…apply mathematics to solve problems that arise in everyday lifereflect on their attempt to solve problems and make revisions to improve their model as necessary
62Topic I Mathematical Practices MP 7: Look for and make use of structure.Mathematically proficient students can…look closely to determine possible patterns and structure (properties) within a problemanalyze patterns and apply them in appropriate mathematical context
63Professional Development Podcast MP 4 and 7 Modeling is key to growthChildren apply what they now about addition to solve everyday problems. They can visualize adding to or putting together for addition using tools such as connecting cubes, two color counters, and drawings. Help children use these models to create math representations in order to do the following:Understand when to use properties such as adding zero and adding in any order.Describe a model and solve a problem by writing an addition equation.Identify and analyze the relationship between numbers through an addition equation.As children continue working with addition, encourage them to identify the mathematics in everyday life and understand when addition may be used to deal with situations that arise.
64Essential Question:How can exploring the math content and resources help me to be a more effective teacher?
65ETO Elementary Collaboration Website You can find this presentation in addition to all curricular resources on our very own ETO Collaboration WebsitePlease visit us at:Build, Sustain, Accelerate