1. 5th Grade January 2016

2. Grant Purpose and Background Partnerships Purpose of this Training Target: Increase content knowledge of identified Tennessee Education Standards for Math as measured through a STEM challenge or a Math & Science integrated activity. Introductions and Training Purpose

3. Agenda New Math Tasks to review already taught Priority Standards New Math Standards-Vertical Alignment Scaffolding Activities with Manipulatives Lunch – 11:00-12:15 Continue Scaffolding Activities with Manipulatives Math Task (Instructional) Digital/Electronic Resource Math and Science Integrated Activity Closing

4. Teams Bathrooms/Breaks/Cell Phones Materials Training Teams & Logistics

5. Norms Be an active participant Be mindful of air time Be mindful of sidebar conversations Use technology at appropriate times

6. http://msptennessee.wikispaces.com Please take the time to visit the site later. Contact us if you have any questions or need help. Share resources you have as well. Email them to evelyn.bishop@cmcss.net evelyn.bishop@cmcss.net MSP Wikispace Your Source for All Resources

8. Math Task to Review a Priority Standard 5.NF.B.7c: Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3- cup servings are in 2 cups of raisins?

11. Clear Target I can solve real-world problem by dividing unit fractions by a whole number.

12. Baking Cookies Kyle wants to make several batches of cookies. The table shows the amount of three ingredients needed to make each batch, as well as the amount of each ingredient Kyle has. IngredientAmount Needed for Each Batch Amount Kyle Has Brown Sugar1/2 cup3 cups Vanilla1/3 tablespoon4 tablespoons Butter1/8 of a pound4 pounds

13. 1.Using these ingredients, what is the greatest number of batches of cookies Kyle can make? 2.What ingredient(s) would he need more of to make 12 batches? How much more of each ingredient? 3.How much more of the remaining ingredients would Kyle need if he wanted to use all of his butter? IngredientAmount Needed for Each Batch Amount Kyle Has Brown Sugar1/2 cup3 cups Vanilla1/3 tablespoon4 tablespoons Butter1/8 of a pound4 pounds

14. John’s Canvas 5.NBT.B.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 1.Makes sense and perseveres in solving problems. 6. Attends to precision.

17. Clear Target I can add, multiply, and divide fractions to the hundredths place.

18. John’s Canvas John is purchasing a piece of canvas on which to paint a self-portrait. The canvas is 4.4 feet wide and 2.05 feet long. In order to determine how much paint he needs for his background color, John wants to know the area of his canvas. Part A: What is the area of the canvas?

19. John’s Canvas John is purchasing a piece of canvas on which to paint a self-portrait. The canvas is 4.4 feet wide and 2.05 feet long. Part B: In order to frame the canvas, John needs to know the perimeter of the canvas. What is its perimeter? Part C: John decides the canvas is too big so he cuts it in half. What are the new area and perimeter of his canvas?

20. Table Talk 1.Discuss successes and challenges you had teaching 5.NF.B.7c and 5.NBT.7. 2.Choose 2 instructional strategies that you found to be successful this year. 3.Draw, model, or illustrate them on chart paper. 4.Choose a spokesperson to share.

21. What are Number Talks Classroom conversations and discussions around purposefully crafted computation problems are at the very core of number talks. Number Talks incorporate: Accuracy: The ability to produce an accurate answer. Efficiency: The ability to choose an appropriate, expedient strategy for a specific computation problem. Flexibility: The ability to use number relationships with ease in computation.

22. What are Number Talks A Number Talk is a short, ongoing daily routine that provides students with meaningful ongoing practice with computation: Keep Number Talks short, as they are not intended to replace current curriculum or take up the majority of the time spent on mathematics. Spend only 5 to 15 minutes on Number Talks. Talks are most effective when done everyday.

23. Number Talks in Action Before we watch the 5 th grade number talk for 16 x 35, think about how you would mentally solve this problem. As you are viewing the video clip, consider the following: 1.How are students using number relationships to solve the problem? 2.How would you describe the classroom community and environment? 3.Which strategies demonstrate accuracy, efficiency, and flexibility? 4.How are the students’ strategies similar or different from your strategy? https://mathsolutions.wistia.com/medias/nq925vpf3y

24. Key Components of Number Talks 1.Classroom environment and community 2.Classroom discussions 3.The teacher’s role 4.The role of mental math 5.Purposeful computation problems

25. Classroom Environment and Community Safe, risk-free environment Students comfortable and offer responses for discussion Classroom exhibits a culture of acceptance based on the common goal of learning and understanding Community of learners based on mutual respect

26. Classroom Discussions Develop system for students to respond to questions, while allowing for think time. – Provide appropriate wait time for the majority of the students to access the problem. – Accept, reject, and consider all answers. – Encourage student communication throughout the number talk.

27. The Teacher’s Role “Since the heart of number talks is classroom conversations, it is appropriate for the teacher to move into the role of facilitator.” Teachers must change their thinking from concentrating on the final correct answer, to listening and learning about students’ natural thinking through asking open ended questions. “What answer did you get?” “How did you get your answer?”

28. The Role of Mental Math Students need to approach problems without paper and pencil, and are encouraged to rely on what they know and understand about numbers and how they are related. Mental computation helps students strengthen their understanding of place value.

29. Purposeful Computation Problems Careful planning BEFORE the number talk is necessary to design “just right” problems for students. This planning is important because we want to have a purposeful number talk with a common focus/specific skill in mind. http://schoolwires.henry.k12.ga.us/Page/37071

30. Student Accountability Students use finger signals to indicate most efficient strategy. Keep records of problems posed and student strategies. Hold small-group number talks. Create and post class strategy charts. Give students an exit problem using the discussed strategies.

31. Five Goals for Number Talks in Grades 3-5 1.Number sense 2.Place value 3.Fluency 4.Properties 5.Connecting mathematical ideas

32. Writing in Small Ways: Write your affirmations and/or ideas gained. Number Talks

33. New Targeted Standards Math 5.OA.B.3 Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. 5.G.A.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). 5.G.A.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. SPI 0507.6.1 Distinguish among the planets according to their known characteristics such as appearance, location, composition, and apparent motion. SPI 0507.6.2 Select information from a complex data representation to draw conclusions about the planets. SPI 0507.6.3 Identify methods and tools for identifying star patterns. Science

34. Vertical Alignment and Deconstruction of Standard(s) Using the Completed Vertical Progression Guide, discuss at table: What does this standard(s) mean? What will the students need to be able to do? What are the implications across the grade levels? What are the most common student misconceptions?

35. Assessment Questions Aligned to New Targeted Standards

45. Think Time Why is it important to deconstruct standards and experience MICA or MIST Assessment items?

47. Searching for Buried Letters Clear Target: I can demonstrate that the first number indicates how far to travel over and up on a number line.

48. Searching for Buried Letters Steps – The person with letter A will go first following the directions on the yellow card. –First, slide across on the green number line. –Then go up following the blue number line.

49. –First, slide across on the green number line. –Then go up following the blue number line. Over first Then Up

50. Searching for Buried Letters Using two number lines, you will use the clues to find letters to make a word. Steps – Take the YELLOW card and on the left-hand side find the number and letter (Ex. 1A, 2B, 4H, etc.) – Find the floor grid that matches your number. – Order your team (ABC order).

51. Searching for Buried Letters Steps – Find the letter on the red circle. Every person in the group will write the letter on the whiteboard. – Each person in the group will take a turn while all members write the letters on the red cards. The letters written in order should spell out a word.

52. Coordinate Pairs Clear target: I can demonstrate that the first number indicates how far to travel on an x- and y-axis.

53. Coordinate Pairs Steps – Repeat the procedure for the buried letters activity to see if the group can find the correct letters in the word using just the coordinate pairs. Team members will plot each letter on their white boards coordinate grid and on the opposite side they will write the letters in order to spell a word.

54. Coordinate Plane Concepts https://www.engageny.org/sites/default/files/r esource/attachments/math-g5-m6-full- module.pdf https://www.engageny.org/sites/default/files/r esource/attachments/math-g5-m6-full- module.pdf

55. Classifying Characteristics Clear target: I can categorize characteristics of a coordinate grid system.

56. Classifying Characteristics Marzano’s Strategy of identifying similarities and differences Place vocabulary words around the room Identify characteristics of each and group them under the correct term

57. Space Shuttle Launch I can use a coordinate pair to plot a given point.

58. Lesson 3: Space Shuttle Launch Label (0,0) the sun Give student a coordinate to launch their space shuttle to Mark their landing point (planet) After all have landed, have students label the planets

59. Name the Constellation Clear Target: I can plot a given set of coordinate pairs to form a constellation.

60. Name the Constellation Each coordinate grid forms the shape of a common constellation. – Follow the same process as before, but use string to connect each of the coordinate points. Stick a star and the string onto the coordinate plane to form the constellation. Use the constellation chart to identify your constellation. Write the name of the constellation on your white board. – Two of the four constellations need to add a coordinate to complete the constellation.

62. Formative Assessment Move to a coordinate grid that you have not visited. – Plot each point and write the coordinates. Identify the constellation

63. I Have, Who Has Clear Target: I can use a coordinate pair to determine the location of a point on a grid.

64. Lesson 5: I Have, Who Has? Pass out all cards to students Place coordinate grid on overhead Choose a student to begin and go through the cars Optional: Daily warm up Have a competition between classes to see who can get through the set the quickest

65. Think About It How does using manipulatives help students learn ________? How does using manipulatives help students understand the __________?

68. X-Y Axis Slideboard Clear Target: I can determine a missing coordinate pair to complete a shape.

69. X-Y Axis Slide Board Plot the following coordinates: – (1,5) – (1,1) – (3,1) – Connect the three lines with bands. – What will the last coordinate be to complete the shape?

70. X-Y Axis Slide Board Plot the following coordinates: – (4,7) – (4,10) – (8,10) – (6,12) – Connect the four lines. – What will the last coordinate be to complete the shape?

71. X-Y Axis Slide Board Create a shape (8 or less points). Plot the coordinates. Decide on one coordinate to be the missing coordinate. On your white board, write all your coordinates except the “missing” one. Have a partner create the shape on her dry-erase board and determine the “missing” coordinate.

72. Planet Mapping Clear Target: I can use a data chart, draw a representation of the solar system.

73. Planet Mapping Using the basic planetary data chart, draw a representation of the solar system. –Size –Distance from the sun Share your representation with your group –As a group, draw and cut out circles to represent the different planets. –Place the circles in order on the floor model.

74. Plotting Planets Clear Target: I can plot a point from a given set of coordinate pairs. I can label the planets in order. I can apply a rule to a set of coordinate pairs to determine movement of star patterns.

75. Plotting Planets Option 1: Get students to put the planets in the 1 st quadrant Option 2: Have students plot a star Give students a rule that changes the coordinates Have students plot new location Relate this to the change in seasons

76. Plotting Planets Option 3: Switch 1 st quadrant and it’s going to be above Clarksville Plot a constellation using dry erase marker. Take patty paper and trace the constellation on patty paper, put it above their grid and mark it onto their graph, come up with the coordinate pairs independently. Draw lines to connect.

77. Journal Response Cards Targets: I can generate two numerical patterns using two given rules. I can form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. I can use a coordinate grid to plot coordinate pairs. I can represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane. I can interpret coordinate values of points in the context of the situation.

78. Journal Response Cards Options: Daily warm up Early finishers Scoot activity Station

79. Mica Practice Clear Targets: I can generate two numerical patterns using two given rules. I can form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. I can use a coordinate grid to plot coordinate pairs. I can represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane. I can interpret coordinate values of points in the context of the situation.

80. Lesson 11: Mica Practice cut questions apart and tape around the room number a piece of paper (or pre-make one) have students each begin at a question (single or pairs) give 1-2 minutes to answer, then move to the next question

81. Find Your Coordinate Plane Clear Target: I can evaluate a pattern and determine the rule applied to a set of coordinate pairs.

82. Find Your Coordinate Plane Each coordinate plane was created using a particular rule. Using your given rule, create a table to represent the rule. Plot your coordinates using the given rule. Locate the floor grid that matches your rule and coordinate pairs. Rotate to the other three coordinate planes, plot the points, identify their rules and complete the table.

83. Math Task Discuss possible solution paths Write Assessing and Advancing Questions – Student that can’t get started – Student that finishes early Identify Misconceptions

84. Math Task Clear Targets: I can represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane and interpret coordinate values of points in the context of the situation.

85. Math Task 1.Determine a pattern to get from the library to John’s house. Explain in words and draw it on your grid to show your thinking. 2.Determine the coordinates of the Grocery store. Which location has an x- coordinate that is 2 more than the x and 2 less than the y? Fill in the chart to show your work. 3.Joy and John’s town want to add a fire station. It will be 3 times as far east as Joy’s House is from the pet store and ½ as far north as the park is from the pet store. What are the coordinates of the fire station? Mark it on the map and label. Fill in the chart to show your work. 4.Joy and John are at school. They want to go to the ice cream shop. Joy says she can get there by following the pattern -1, +2. John says he can get there by following the pattern -2, +1. Will they both end up at the ice cream shop? Prove your answer using a table and the grid to show work.

86. Digital Lesson Clear Targets: I can identify methods and tools for identifying star patterns.

87. Lesson: Digital/Electronic Resource iPhone/iPad apps –Sky Walk –OSR Websites –Star ChildStar Child –Space PlaceSpace Place –Sky MapSky Map –Scale Model of Solar SystemScale Model of Solar System

89. Integrated Lesson Standards Math 5.G.A.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y- coordinate). 5.G.A.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. SPI 0507.6.3 Identify methods and tools for identifying star patterns. Science

90. Attention Game Makers! You are wanted to create a new constellation plotting game. Your task is to create game boards that allow you and a partner to secretly plot constellations without the other person seeing them. You must be able to give clues (coordinate pairs) to the stars that make up your constellation. When you finish each game, you both should have the same constellation on your game board. Integrated Lesson

91. You need to complete the following: Determine a constellation you want to plot Plot the constellation Record the coordinate pairs of each star in the constellation.

92. Options to make game boards: Graph paper Graph paddle Graph whiteboard/mat Red coordinate grid Peg board

93. Think About It How can you use this integrated lesson in your classroom? What is the purpose of applying math to science content?

94. Reflection Visit the MSP wikipage: (http://msptennessee.wikispaces.com/)http://msptennessee.wikispaces.com/ Reflect on the previous presentations and determine parts that you could use to spiral difficult standards. Are there materials that you still need to effectively teach some lessons?

95. Reflection How do I plan to share with others my learning of today? What support do I need to use the instructional resources shared today?

96. Closure Target: Increase content knowledge of identified Tennessee Education Standards for Math as measured through a STEM challenge. Remember to check out the Wiki Remember to share information with rest of team (Math and Science) Remember to bring back the notebook and vertical progression book for future trainings Take with you: vertical progression books and materials provided for instruction