1. Session will be begin at 3:15 pm
CCGPS Mathematics Unit-by-Unit Grade Level Webinar Fifth Grade Unit 2: Decimals August 9, 2012
Session will be begin at 3:15 pm
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2. CCGPS Mathematics Unit-by-Unit Grade Level Webinar Grade Five Unit 2: Decimals August 9, 2012
Turtle Toms–
Elementary Mathematics Specialist
These materials are for nonprofit educational purposes only.  Any other use may constitute copyright infringement.

3. Expectations and clearing up confusion
This webinar focuses on CCGPS content specific to Unit 2, Grade 3.
For information about CCGPS across a single grade span, please access the list of recorded GPB sessions on Georgiastandards.org.
For information on the Standards for Mathematical Practice, please access the list of recorded Blackboard sessions from Fall 2011 on GeorgiaStandards.org.
CCGPS is taught and assessed from and beyond.
A list of resources will be provided at the end of this webinar and these documents are posted on the K-5 wiki.

4. Expectations and clearing up confusion
The intent of this webinar is to bring awareness to:
the types of tasks contained in the unit.
your conceptual understanding of the mathematics in this unit.
approaches to tasks which provide deeper learning situations for your students.
We will not be working through each task during this webinar.

5. Welcome!
Thank you for taking the time to join us in this discussion of Unit 2.
At the end of today’s session you should have at least 3 takeaways:
The big idea of Unit 2
Something to think about… food for thought
How can I support student problem solving?
What is my conceptual understanding of the material in this unit?
a list of resources and support available for CCGPS mathematics

6. Please provide feedback at the end of today’s session.
Feedback helps us all to become better teachers and learners.
Feedback helps as we develop the remaining unit-by-unit webinars.
Please visit to share your feedback.
After reviewing the remaining units, please contact us with content area focus/format suggestions for future webinars.
Turtle Gunn Toms–
Elementary Mathematics Specialist

8. Welcome! For today’s session: Have you read the mathematics CCGPS?
Did you read Unit Two and work through the tasks?
Make sure you download and save the documents from this session. If you didn’t, they are posted for your convenience on the K-5 wiki.
Ask questions and share resources/ideas for the common good.
Join the K-5 wiki. If you are still wondering what a wiki is, we’ll discuss this near the end of the session.

9. Activate your Brain KJ is making costumes for
this year’s samba parade. The pattern
she is using calls for yards of
fabric for each costume. How many
yards of fabric will she need to make
34 costumes?

10. What’s the big idea? Enduring Understandings Essential Questions
Common Misconceptions
Strategies for Teaching and Learning
Overview

11. Remember this…?

12. Deep understanding of decimals and place value
What’s the big idea?
Deep understanding of decimals and place value
(thousandths to 1 million)

14. What’s the big idea? Standards for Mathematical Practice
What might this look like in the classroom?
Wiki-
Inside math-
Games-
Edutopia-
Teaching channel-
Math Solutions-

15. Thanks to Education Week for these slides.

19. Thanks to Education Week for these slides.

20. Coherence and Focus – Unit 2
What are students coming with from Unit 1?

21. Evaluate the following numerical expressions. 2(5+(3)(2)+4)
Evaluate the following numerical expressions.
2(5+(3)(2)+4) 
2((5+3)(2+4)) 
2(5+3(2+4)) 
Can the parentheses in any of these expressions be removed without changing the value the expression?

22. Coherence and Focus- Unit 2 Where does this understanding lead students?
Look in your unit and find the Evidence of Learning

23. Coherence and Focus – Unit 2
View across grade bands
K-6th
Operations with whole numbers and fractions.
Numbers and their opposites.
8th-12th
Everything!

24. Navigating Unit Two
The only way to gain deep understanding is to work through each task. No one else can understand for you.
Make note of where, when, and what the big ideas are.
Make note of where, when, and what the pitfalls might be.
Look for additional tools/ideas you want to use
Determine any changes which might need to be made to make this work for your students.
Share, ask, and collaborate on the wiki.

25. Map- I’ve added NBT.1 to the “at-a-glance”, Unit 1
You might just want to pencil it in…

26. Revision-ish Unit 2
Order of tasks in table of contents vs order of tasks in chart
Alignment issues
Last task is actually titled “Check This”
Change your grade level overview to reflect the convention vs rule about (), [ ], { }
Pg. 17, 23, 31, - Misconception- Change the word left to right.

27. Activate your Brain KJ is making costumes for
this year’s samba parade. The pattern
she is using calls for yards of
fabric for each costume. How many
yards of fabric will she need to make
34 costumes?

28. Activate your Brain Why is there controversy?
As part of the Olympic Dream Series, Aimee, Sam and Jack decided to enter the 100m race. It was a photo finish so everyone waited impatiently for Mr. Davies to watch the video replay and write the results on the scoreboard. A huge controversy erupted when Mr. Davies wrote this:
Rank
Contestant Name
Time
First Place
Jack
seconds
Second Place
Sam
seconds
Third Place
Aimee
seconds
Why is there controversy?
Is Mr. Davies correct? Why or why not? Defend your thinking.

29. Activate your Brain
An ant has a mass of 4x10-2 and an elephant has a mass of 8x106
How many ants does it take to have the same mass as an elephant?
Adapted from Illustrative Mathematics – 8.EE.3 Ant and Elephant

30. Deep understanding of decimals and place value
What’s the big idea?
Deep understanding of decimals and place value
(thousandths to 1 million)

31. Examples & Explanations
Standards addressed in Unit 2
MCC5.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.

32. Examples & Explanations
Standards addressed in Unit 2
MCC5.NBT.3 Read, write, and compare decimals to thousandths.
a. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., = 3 × × × × (1/10) + 9 × (1/100) + 2 × (1/1000).
b. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

33. Examples & Explanations
Standards addressed in Unit 2
MCC5.NBT.4 Use place value understanding to round decimals to any place.
Perform operations with multi-digit whole numbers and with decimals to hundredths.
MCC5.NBT.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.

34. Examples & Explanations
Resources which work with Unit 2:
This is the time to use stuff.
Number line
Decimal Fraction Strips
Arrays
Thinking…
Big Ideas

35. Examples and Explanations
What understandings do students need in order to understand decimals and decimal equivalence?
Meaning of numerator
Meaning of denominator
Valid comparisons involve same-sized whole
Multiplicative thinking

36. Examples & Explanations
Multiplicative Thinking
Additive strategies/replication
Countable units
Sharing
Array and region
Cartesian product (later)
Simple proportional reasoning (later)

37. Examples & Explanations
Thinking about Division
Commutativity for multiplication, but not division
Think multiplication
Partitive- sharing
Quotative- measurement

38. Activate your Brain

39. Activate your Brain

40. Examples & Explanations

41. Examples & Explanations

42. Examples & Explanations

43. Examples & Explanations

44. Examples & Explanations

45. Examples & Explanations

46. Examples & Explanations

47. Examples & Explanations

48. How to develop all of these?
Do number talks regularly, expand them to include equations that support development of understanding.
Not sure about the strategies yourself?
VandeWalle,
“Teaching Student-Centered Mathematics- 3-5”
Fosnot, “Young Mathematicians at Work” Constructing Fractions, Decimals, and Percents

49. Examples & Explanations
Journaling :

50. Examples & Explanations

51. Examples & Explanations

52. http://bedtimemathproblem.org/ http://ottawabansho.wordpress.com/
Nice extras-

53. Examples & Explanations
Standards:
Videos for teachers explaining standards- so far: NF.4a, NF.5a, NF.7a,b,c (perfect!!)
Tools:
Tools for the Common Core:
On the wiki:
Discussion threads
Unpacked standards from other states. Proceed with caution.

54. Assessment

55. Assessment Try thinking about assessment in this way:
The chef tasting the soup in the kitchen is engaged in formative assessment. The person eating the soup in the restaurant is engaged in summative assessment.
You are the chef. Adjust constantly with the end in mind.

56. What one county has done:
Hall County Schools
1. Ellen wanted to buy the following items: A DVD player for $49.95, a DVD holder for $19.95 and a personal stereo for $ Does Ellen have enough money to buy all three items if she has $90.00 with her? Explain your answer in numbers and words.
2. Melissa purchased $39.46 in groceries at a store. The cashier gave her $1.54 in change from a $50 bill. Melissa gave the cashier an angry look. What did the cashier do wrong? How do you know?

57. What one county has done:
Hall County School System
3. Expenses for the Smith family vacation were $ for hotels, $ for meals, $ for transportation, and $76.12 for souvenirs. Estimate the total cost by rounding to the nearest one.

58. What one county has done:
4. Polygon Pizza Place caters children's parties with square-shaped pizza. Each pizza is exactly the same size and is divided into equal parts called slices. At Sam's party, each child had 2 out of 10 slices from a single pizza. At Elena's party, each child had 15 out of 100 slices from a single pizza.
Part A:
Write the decimal notation for the amount of pizza each child had at…..
Sam’s party_______________
Elena’s party______________
Part B:
At which party did each child have more pizza? Explain your reasoning in pictures, numbers, and words.
Hall County Schools

59. What one county has done:
5. Write the smallest possible decimal that use the digits 6, 7, and 8 only once.
0. ____ ____ ____
Hall County Schools

60. What one county has done:
Hall County Schools

61. What one county has done:
8. Round each players average to the nearest hundredth. Which players will have the same average? How do you know?
Hall County Schools

62. Want more?

63. Again, thanks to Education Week for these slides.

64. Navigating Unit Two
The only way to gain deep understanding is to work through each task. No one else can understand for you.
Make note of where, when, and what the big ideas are.
Make note of where, when, and what the pitfalls might be.
Look for additional tools/ideas you want to use
Determine any changes which might need to be made to make this work for your students.
Share, ask, and collaborate on the wiki.

65. 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.

66. What in the world is a wiki?

67. What’s the big idea? Standards for Mathematical Practice
What might this look like in the classroom?
Wiki-
Inside math-
Games-
Edutopia-
Teaching channel-
Math Solutions-

68. Resources Common Core Resources
SEDL videos - or
Illustrative Mathematics -
Dana Center's CCSS Toolbox -
Arizona DOE -
Inside Mathematics-
Common Core Standards -
Tools for the Common Core Standards -
Phil Daro talks about the Common Core Mathematics Standards -

69. Resources
Books
Van De Walle and Lovin, Teaching Student-Centered Mathematics, 3-5
Fosnot and Dolk, Young Mathematicians at Work
Parrish, Number Talks
NCTM, Developing Essential Understanding of Rational Numbers
Shumway, Number Sense Routines
Wedekind, Math Exchanges
New- Burns and Silbey, So You Have to Teach Math?
New- Teaching with Intention- Debbie Miller
New- Moynihan, Math Sense
New- Confer and Ramirez, Math Tools in Action

70. Resources Assessment Resources Start of School- Parents
Professional Learning Resources
Inside Mathematics-
Edutopia –
Teaching Channel -
Annenberg Learner -
Assessment Resources
MARS -
MAP -
PARCC -
Start of School- Parents
(how to support your school and teacher)

71. As you start your day tomorrow…
Remember this- Basically, the standards are not units of instruction; you don’t always “teach a standard” in one chunk, whatever the order. For example, the OA and NBT standards in any given great level are very closely related, and a curriculum might be touching on these two domains simultaneously at times, not to mention supporting standards in MD and other domains. The standards describe achievements we want students to have. As my colleague Jason Zimba likes to say, you don’t teach standards, you teach mathematics. Bill McCallum

72. As you start your day tomorrow…

73. Thank You. Please visit http://ccgpsmathematicsK-5. wikispaces
Thank You! Please visit to provide us with your feedback!
Turtle Gunn Toms
Program Specialist (K-5)
These materials are for nonprofit educational purposes only.  Any other use may constitute copyright infringement.
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