1. Mrs. Carvajal and Mrs. Coburn BGEC 2/11/15

2. https://www.youtube.com/watch?v=uOMK6tmHUL8 Why is Math so different now?

3. The way mathematics is being taught in Florida is changing. With the adoption of the new Florida Standards for mathematics, students will be focusing on some critical areas. Before Now *More memorization *Building foundational skills ( +, -, X, ÷,) *More drills *Understanding the concepts of *Emphasis on computation mathematics more deeply * Building skills and problem- solving abilities *Applying mathematics to the real world

4. Measuring Up to MAFS Family Night Activity Resources February 2015 GradeDomainStandard Activity Resource Link KindergartenMeasurement and Data MAFS.K.MD.1.2: Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Measurement Sentence Frames: Set 1 Grade 1Measurement and Data MAFS.1.MD.1.1: Order three objects by length; compare the lengths of two objects indirectly by using a third object. MAFS.1.MD.1.a: Understand how to use a ruler to measure length to the nearest inch. a. Recognize that the ruler is a tool that can be used to measure the attribute of length. b. Understand the importance of the zero point and end point and that the length measure is the span between two points. c. Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Measuring Shoes Grade 2Measurement and Data MAFS.2.MD.1.4: Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Are You A Square or a Rectangle?

5. 5 __MinutesENGAGE ∗ Connection to prior learning/knowledge ∗ Essential Question __ MinutesTEACH AND TALK Exploration/Direct Instruction/Guided Practice ∗ Listen and Draw (Grades K-2) ∗ Unlock the Problem (Grades 3-5) __ MinutesPRACTICE Guided Practice/Independent Practice/Evaluation ∗ Quick Check Intervention:  Share and Show (Guided Practice); two check marked problems ∗ Differentiated Instruction:  On Your Own (Independent Practice)- selected problems for at-level students; include problem solving page  Online Intervention; Tier 1 students  Teacher-led group; core-resources – Re-teach/Strategic/Intensive Intervention for Tier 2 and 3 students ∗ Whole Class  Problem Solving  H.O.T. Problems  Test Prep __ MinutesSUMMARIZE Have students communicate mathematical ideas by discussing, drawing, or writing the answer to the Essential Question 60-Minute Instructional Block

6. Sample Lesson Go Math! 7.2

7. Word Problems

8. What do good problem solvers do?

9. Problem - solving 1.READ the problem for understanding. 2.PARAPHRASE the problem by putting it into their own words. 3.VISUALIZE or draw a picture or diagram. 4.HYPOTHESIZE by thinking about logical solutions. 5.ESTIMATE or predict the answer. 6.COMPUTE. 7.CHECK. Math Problem Solving for Upper Elementary Students with Disabilities by Marjorie Montague, PhD

10. The C.U.B.E. Method C.U.B.E. is an acronym that stands for the following word problem solving steps: Circle the numbers. Underline important words. Box the question. Eliminate unnecessary information. By using C.U.B.E., children will be able to focus on the important information and get to the heart of what the problem really is asking.

11. Going beyond CUBES: Consider, Understand, Break it apart, Evaluate, Share

12. Supplementary Materials iReady Math Home Learning Home Learning is correlated to the lesson taught in class. Please do not go ahead since students will not be ready with the knowledge necessary to complete the lesson.

13. Questions and Answers

14. Thank you for coming tonight!!!!