1. New Teacher Orientation 2013 Fifth Grade Welcome! Please sign in and make a name tent using an index card. Find a mathematical characteristic that you and your tablemates share. “ Of students surveyed, 64% prefer English and 32% prefer math. The fact that these numbers do not add up to 100 may help explain why.”

2. Describe your elementary math learning experience? 1.I did lots of worksheets, memorized facts and used very few manipulatives. 2.I remember using manipulatives to learn math in K, 1 st and 2 nd. 3.I solved problems with partners, in groups and on my own. 4.I could solve problems using any strategy or manipulative I wanted, was expected to explain my thinking clearly and justify my approaches.

3. How do you feel about teaching Math? 1.I’d prefer someone else teach it. 2.I don’t mind teaching math but I’d rather teach reading. 3.I like teaching math. 4.Math is my favorite subject to teach.

4. Math Journals Purpose How to set up Management When to start Please select any color paper you would like to, fold it in half, and write your name on the cover.

11. Warm - Up This number is odd This number has two digits This number is a multiple of 3 The sum of the digits in this number is greater than 15

12. CMS Elementary math utilizes Standards Based Instruction What it isn’t 52 + 39 First you add the two and the nine. Then you carry the one and put the other one under the nine. Then you add the five, three, and one… What it is There were 52 boxes in the house and 39 in the garage. How many boxes were there in the house and garage? (share student work?) More or Less than 100?

13. 52 + 49

14. CMS Elementary math utilizes Standards Based Instruction What it isn’t Teacher stands and talks Students memorize procedures Students copy teacher examples What it is Students talk about the math they are doing Students use what they understand about number to solve problems Students share and analyze their own strategies with teacher guidance

15. What math idea is being explored? What characteristics of math learning would be best taught here? What management moves might you make here? Classroom routine 1 Classroom Routine 2 What math idea is being explored? What characteristics of math learning would be best taught here? What management moves might you make here? Games/activities/ workshop 1 Games/activities/ workshop 2 What math idea is being explored? What characteristics of math learning would be best taught here? What management moves might you make here? Classroom Discussion – make an anchor chart of this

16. Typical Investigations Lesson 1. Classroom Routines; spirals 2. Introduction; this portion of the lesson is used to introduce a concept (usually through an activity) 3. Activity(s)/Workshop; students are engaged in the math, teacher observes 4. Discussion; During this portion of the lesson, the teacher guides the discussion and students share strategies

17. Typical Investigations Lesson Ten Minute Math What are they? Where can I find them? What are they used for? Why should I do them? How do they work in the classroom?

18. Watch the box! Keep your eyes on the box!

19. How Many Dots? You are a pro at this… No need to worry… Right??

20. Typical Investigations Lesson Introduction What are they? Where can I find them? What are they used for? What do I show them? Where do they fit in the lesson?

21. Number Puzzles The number is less than 30 The number of tiles will make a square This number of tiles will make a rectangle 2 tiles wide What might the number be?

22. Typical Investigations Lesson Activities/Workshop What are they? What is the difference between the two? What are they used for? Why should I do them? How do they work in the classroom?

23. Workshop Division Compare Multiplication Compare Number Puzzles

24. 3 Keys to Successful Math Workshop Organizing children for movement Organizing materials for learning Listening and observing for evidence of learning

25. Organizing Manipulatives How will you organize materials so… – Students can access them – Students know enough about their own thinking to get what they need – Kids understand that the materials tools for them to use when they need them, not just when it’s time for a game – See manipulatives as tools, not toys – Gather and put materials away

26. Organizing Manipulatives By Type Pattern Blocks Pop Cubes By Group Yellow Group

27. Keeping Track of what students do Math Workshop What I did this week… Monday Tuesday Wednesday Thursday Friday Students keep track of their work in a folder

28. Keeping Track of what students do Kids “sign-in” and date each time they visit an activity Make 10 StudentDate

29. LISTENING for a purpose! Purposes: A.to guide discussion B.to determine what students need C.to determine teacher-assisted groups D.to determine class needs E.to complete assessments

30. Typical Investigations Lesson Discussion How often do I conduct these? Why do I conduct these? What am I teaching during this time? How do I decide what to talk about? Do all children share?

31. Discussion

32. CMS Elementary Math Standards Based Instruction Rome Wasn’t Built in a Day!What it is Students talk about the math they are doing Students use what they understand about number to solve problems Students share and analyze their own strategies with teacher guidance

33. Resources Available http://elementarymath.cmswiki.wikispaces.net/ http://maccss.ncdpi.wikispaces.net/home http://elementarymathematics.org

34. Contact Information Kaneka Turner - phone extension 2792 email address – k.turner@cms.k12.nc.usk.turner@cms.k12.nc.us Inspirational Video