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CCGPS Mathematics 5th Grade Update Webinar Unit 1: Order of Operations and Whole Numbers August 23, 2013 Update presentations are the result of collaboration between members of 2012 and 2013 Unit Review and Revision Teams Microphone and speakers can be configured by going to: Tools – Audio – Audio setup wizard Turtle Toms- Elementary Mathematics Specialist These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.

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**What are update webinars?**

Update on the work of the 2013 Resource Revision Team Overall revisions Unit 1 revisions Addressing areas of concern Resources

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**2013 5th Grade Resource Revision Team**

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**5th Grade Resource Revision Team**

Susan Behan - Forsyth County Sabrina Johnson – DeKalb County Trudy Ives – Gwinnett County Michelle Parker - Gordon County Sarah Tatum - Ware County Glenda Ward – Valdosta City Schools

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**Webinar Guide Grade Level Overview Unit 1 Overview**

Changes to Unit 1 tasks Share resources

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**Curriculum map was not changed**

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**Overview gives a brief snapshot of the 8 SMP’s and each content standard**

Pages have great information to review, particularly at the beginning of the year: Structure of a lesson Teaching through problem solving instead of teaching about problem solving Strategies for effective questioning Workstations and learning centers Number Talks – which will be discussed in more depth

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**Only whole numbers in this unit**

Decimal operations and multiplication of decimals by powers of 10 are in Units 2 & 3

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**8 Standards for Mathematical Practice**

From the classroom of Jessie Waters 5th grade math/science classroom at Fairmount Elementary in Gordon County

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**Standards for Mathematical Practice**

Describe how students will practice these in Unit 1

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EQ’s Fewer EQ’s - EQ’s were modified to address the big ideas that students should learn from this unit, rather than list many smaller-scale skills that were specific to each task

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**Number Talks Don’t have the book? Look and learn here:**

ndex.php/number-talks om/num_talks.html /index.cfm?page=wp10&crid=5 53 .us/Page/37071 d/NumberTalksK-2.pdf Concepts & skills to maintain – should include Number Talks to reinforce properties of operation, mental computation, and flexible ways of solving computational problems; refer to Chapters 7 & 8 in Number Talks book by Sherry Parrish, or if you don’t have the book, here are links to free resources.

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**How many groups of 25 are there in 3,000?**

Number Talk 3,000 ÷ 25 How many groups of 25 are there in 3,000?

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**Selected Terms & Symbols**

After the Selected Terms & Symbols, there is a hyperlink to Common Core glossary

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**Unit 1 Content & Strategies**

MCC.5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.

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**Clarification of MCC.5.OA.1**

Bill McCallum, Common Core author, states: In general students in Grade 5 will be using parentheses only, because the convention about nesting that you describe is quite common, and it's quite possible that instructional materials at this level wouldn't even mention brackets and braces. However, the nesting order is only a convention, not a mathematical law; the North Carolina statement (see NC unpacked standards) isn't quite right here. It's important to distinguish between mathematical laws (e.g. the commutative law) and conventions of notation (e.g. nesting of parentheses). Some conventions of notation are important enough that you want to insist on them in the classroom (e.g. order of operations). But I don't think correct nesting of parentheses falls into that category. The main point of the standard is to understand the structure of numerical expressions with grouping symbols. In other words - evaluate expressions with brackets or braces or parentheses. No nesting at 5th grade.

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**Unit 1 Content & Strategies**

MCC.5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. 3 + (2 x 6) or x 6

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**Unit 1 Content & Strategies**

MCC.5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. 2 x (8 + 7) “add 8 and 7, then multiply by 2” 3 x (18, ) “three times as large as 18, ”

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**Unit 1 Content & Strategies**

MCC.5.NBT.1. Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. 9,999 = 9,

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**Unit 1 Content & Strategies**

MCC.5.NBT.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.

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**Unit 1 Content & Strategies**

MCC.5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm.

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**Unit 1 Content & Strategies**

MCC.5.NBT.6 Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

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**Unit 1 Content & Strategies**

MCC.5.NBT.6 Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 84 ÷ 10 = 8 R 4 and 44 ÷ 5 = 8 R 4 84 = 8 x and 44 = 8 x 5 + 4 84 ÷ 10 = 8 4/10 and 44 ÷ 5 = 8 4/5

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Types of Tasks Learning tasks were previously called “constructing tasks”

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Task List Specific standards for each task are listed

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**Unit 1 Tasks SMP’s Goals for revising the units Teacher-friendly**

Identify SMP’s for each task

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**Unit 1 Tasks Common Misconceptions**

Student misconceptions were added for each task

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**Unit 1 Tasks Included tasks to address all content standards**

Edited mistakes Unit 1 Tasks

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**Unit 1 Tasks Amount of time to compete tasks will vary**

No expectation that every task in the unit will be completed Unit 1 Tasks

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**Unit 1 Tasks - Unchanged Order of Operations Trick Answers**

Money for Chores Hogwarts House Cup Hogwarts House Cup 2 Patterns R Us Multiplication Three in a Row Are These All 365 ÷ 15 ? Culminating Task: Start of the Year Celebration

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Unit 1 Tasks - Deleted Operation Bingo What’s My Rule

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Expression Puzzle CCGPS OA.2

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**Preparing a Prescription**

CTE Task: Designed to demonstrate how the Common Core and Career and Technical Education knowledge and skills can be integrated. The tasks provide teachers with realistic applications that combine mathematics and CTE content.

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**Division & Interpreting Remainders**

FAL The Formative Assessment Lesson is designed to be part of an instructional unit typically implemented approximately two-thirds of the way through the instructional unit. The results of the tasks should then be used to inform the instruction that will take place for the remainder of the unit. Formative Assessment Lessons are intended to support teachers in formative assessment. They both reveal and develop students’ understanding of key mathematical ideas and applications. These lessons enable teachers and students to monitor in more detail their progress towards the targets of the standards. They assess students’ understanding of important concepts and problem solving performance, and help teachers and their students to work effectively together to move each student’s mathematical reasoning forward.

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**Division & Interpreting Remainders**

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**The Grass is Always Greener**

Dimensions were changed

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Division Four in a Row Dividends and divisors changed so there are no remainders

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Resources Wikispace-all the math goodness you need (except for the frameworks) is kept on the math wikispace provided by the GaDOE. Please sign up for the Mathematics K-5 list serve- Van De Walle- fresh off the press there is a new edition that is aligned to CCSS One of the best websites out there!

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**New to 5th Grade? Begin at www.georgiastandards.org**

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**Select the CCGPS ELA/Math Tab**

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**Select the Mathematics option under Browse CCGPS**

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**Select the K-5 option in the Mathematics section**

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**Select the 5th Grade option**

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Select the Grade Level Overview or Unit

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**Why a 5th Grade Level Overview?**

Designed to provide clarification of CCGPS Mathematics Organized to link together many sources of information pertinent to CCGPS Kindergarten Math, such as: Standards Classroom Unit use Resources

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**Formative Assessment Lessons (FALs)**

Formative Assessment Lessons (“Classroom Challenges”) Developed by the Shell Center and/or KY math collaborative Embedded in the FY14 Units Usually 2/3 into a unit Intended to guide instructional decisions for the rest of the unit Not intended to be graded, instead used for feedback Plan is to have at least one per unit FAL webinar coming! Follow the Task section, teachers will find detailed information in the FAL section with examples and links to videos of teachers using FALs

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Assessment July 22, 2013 – State School Superintendent Dr. John Barge and Gov. Nathan Deal announced today that Georgia is withdrawing from the Partnership for Assessment of Readiness for College and Careers (PARCC) test development consortium. Instead, the Georgia Department of Education (GaDOE) will work with educators across the state to create standardized tests aligned to Georgia’s current academic standards in mathematics and English language arts for elementary, middle and high school students. Additionally, Georgia will seek opportunities to collaborate with other states. The press release in its entirety can be found at:

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Assessment As GaDOE begins to build new assessments, please note that our Georgia assessments: will be aligned to the math and English language arts state standards; will be high-quality and rigorous; will be developed for students in grades 3 through 8 and high school; will be reviewed by Georgia teachers; will require less time to administer than the PARCC assessments; will be offered in both computer- and paper-based formats; and will include a variety of item types, such as performance-based and multiple-choice items. The press release in its entirety can be found at:

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Assessment We will continue to work with Georgia educators, as we have in the past, to reconfigure and/or redevelop our state assessments to reflect the instructional focus and expectations inherent in our rigorous state standards in language arts and math. This is not a suspension of the implementation of the CCGPS in language arts and math. ~ Dr. John Barge (excerpt from a letter to state Superintendents from Dr. Barge)

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**Resources GaDOE Resources**

Fall 2011 CCGPS Standards for Mathematical Practices Webinars - https://www.georgiastandards.org/Common-Core/Pages/Math-PL-Sessions.aspx Spring 2012 CCGPS Mathematics Professional Learning Sessions on GPB - https://www.georgiastandards.org/Common-Core/Pages/Math-PL-Sessions.aspx 2012 – 2013 CCGPS Mathematics Unit-by-Unit Webinar Series - https://www.georgiastandards.org/Common-Core/Pages/Math-PL-Sessions.aspx Georgia Mathematics Teacher Forums - CCGPS Mathematics Frameworks and Comprehensive Course Overviews - https://www.georgiastandards.org/Common-Core/Pages/Math-K-5.aspx Mathematics Formative Assessment Lesson Videos - https://www.georgiastandards.org/Common-Core/Pages/Mathematics-Formative-Assessment-Lessons-Videos.aspx

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**Assessment Resources and Instructional Support Resources **

The resource sites designed to support the instructional and assessment needs of teachers. • CCGPS Frameworks are "models of instruction" designed to support teachers in the implementation of the Common Core Georgia Performance Standards (CCGPS). The Georgia Department of Education, Office of Standards, Instruction, and Assessment has provided an example of the Curriculum Map for each grade level and examples of Frameworks aligned with the CCGPS to illustrate what can be implemented within the grade level. School systems and teachers are free to use these models as is; modify them to better serve classroom needs; or create their own curriculum maps, units and tasks. • The Teacher Resource Link (TRL) is an application that delivers vetted and aligned digital resources to Georgia’s teachers. TRL is accessible via the GaDOE “tunnel” in conjunction with LDS using the single sign-on process. The content is aligned to Common Core Georgia Performance Standards, Georgia Performance Standards, and National Education Technology Standards and pushed to teachers based on course schedule. • Georgia Online Assessment (OAS) System Teachers can use the OAS as a tool for Assessment for Learning. Student results on assessments help teachers identify learner needs and strengths and inform instructional practices. Robust reports also allow teachers to communicate with students and parents about learner goals, intentions, and outcomes. The OAS helps with a cycle of assessments, instruction, feedback, and communication that allows teachers, students, and parents to be confident with instructional success. Teachers will be particularly interested in the Formative Item Bank. • Webinar support and links direct teachers to archived webinars as well as links to join or view upcoming webinars. • Course/Grade Level WIKI spaces- post questions about a unit, a standard, the course, or any other CCGPS math related concern. Shared resources and information are also available at the site. • CRCT Resources available to provide more information for the CRCT as provided by the GaDoe. Formula Sheet the formula sheet found on the GaDoe website used on the CRCT. Georgiastandards.org a wealth of instructional links and information. Open the Common Core GPS tab at the top to access specific math resources for CCGPS. Ever say, “Gee, If only I had some resources….” ?

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Resource List The following list is provided as a sample of available resources and is for informational purposes only. It is your responsibility to investigate them to determine their value and appropriateness for your district. GaDOE does not endorse or recommend the purchase of or use of any particular resource.

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**Resources CCGPS Resources Assessment Resources**

SEDL videos - or Illustrative Mathematics - Dana Center's CCSS Toolbox - Common Core Standards - Tools for the Common Core Standards - Phil Daro talks about the Common Core Mathematics Standards - LearnZillion - Flip Book- Assessment Resources Online Assessment System - MAP - Illustrative Mathematics - CCSS Toolbox: PARCC Prototyping Project - Smarter Balanced - PARCC -

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**Flipbooks Remember, NC is using exclusive def. of trapezoid**

The Flipbooks offer clarification Very large file (slow loading) The Flipbooks are the result of a collaboration of many states. We have provided active links to this resource, but be patient while the document loads as it is very large.

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**Resources Professional Learning Resources**

Inside Mathematics- Annenberg Learner - Edutopia – Teaching Channel - Ontario Ministry of Education - Achieve -

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**Feedback http://ccgpsmathematicsk-5.wikispaces.com/**

Turtle Toms- Elementary Mathematics Specialist

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**5rd Grade Math Resource Revision Team**

Susan Behan- Teacher, Forsyth County Schools Trudy Ives- Instructional Coach, Gwinnett County Schools Sabrina Johnson- Teacher, Dekalb County Schools Michelle Parker– Teacher, Gordon County Schools Sarah Tatum-Teacher, Ware County Schools Glenda Ward- Instructional Coach, Valdosta City Schools

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**Turtle Toms Program Specialist (K-5) tgunn@doe.k12.ga.us**

Thank You! Please visit to share your feedback, ask questions, and share your ideas and resources! Please visit https://www.georgiastandards.org/Common-Core/Pages/Math.aspx to join the K-5 Mathematics listserve. Follow on Twitter! Turtle Toms Program Specialist (K-5) These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.

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