1. Southport Parent Night Sailing Into Mathematics Jeremy Centeno Jan. 2013

2. So if you need help: Cylle Rowell Instructional Specialist Mathematics K-12 mailto:rowelmj@bay.k12.fl.us

3. You would never hear someone say: I am not very good at reading. I can’t read.

4. You do hear people say: I am not good at math. I can’t do math. When I was a kid math was my worst subject

5. What is the difference? The difference between the USA and other higher performing nations is that a culture of learning math is established from the beginning of a students career in school. Students are informed and taught everyone can do math.

6. What are the following? Cryptanalyst$137,780/yr Computational Biologist$150,000/yr Mathematical Physicist$166,400/yr Actuary$160,000/yr

7. The way we taught students in the past simply does not prepare them for the higher demands of college and careers today and in the future. Your school and schools throughout the country are working to improve teaching and learning to ensure that all children will graduate high school with the skills they need to be successful. In mathematics, this means three major changes. Teachers will concentrate on teaching a more focused set of major math concepts and skills. This will allow students time to master key math concepts and skills in a more organized way throughout the year and from one grade to the next. It will also call for teachers to use rich and challenging math content and to engage students in solving real-world problems in order to inspire greater interest in mathematics.

8. CCSS Practice #1 Practice: #1 Make Sense of problems and perserver in solving them Three Main Points:  Make a Plan  Self Monitor and Explain  Demonstrate understanding by corresponding Example:Student Friendly Definition: I can make a plan, explain my answers, and show how I did it; then I can try another way

9. Number Bonds Write the Words Smooth and then Sailing at the top of your sheet protector Underneath each word write the total number of letters Smooth Sailing 6 7 3 3 7 3 + 10 = 13 What does 6+7=

10. CCSS Practice #2 Practice: #2: Reason Abstractly and Quantitatively Three Main Points:  Makes sense of quantities and their relationship to the problem  Bring complementary abilities together  Use reasoning that entails creating a coherent representation Example:Student Friendly Definition: I can think about the math problem in my head first

11. Math Strings Mental Math The number of fingers on two human hands Subtract the number of toes on one human foot Multiply it by the number doughnuts in a half dozen Divide by the number of eyes on a human face Add to it the number of hearts in a human body The answer is? 16

12. CCSS Practice #3 Practice: #3: Construct viable arguments and critique the reasoning of others Three Main Points:  Understand and use stated assumptions and definitions  Construct arguments using objects, drawings, and actions  Listen, read, and critique to find out what makes sense Example:Student Friendly Definition: I can make a plan. I can tell my partner how I did it and listen to how they did it too! Talk about it!

13. Find the Fiction My number is 100. 1.I can be broken into 4 parts equally 2.I represent a millennium 3.My quantity in pennies is equal to a dollar

14. Find the Fiction On your board write the number of the statement that is fiction and write the word fiction next to that number (DO NOT SHOW ANYONE) Example: 4 Fiction When you hear the signal word discuss with your group one at a time your answer. Come to a consensus Answer: 2 is the Fiction Praise: Expert Thinking

15. CCSS Practice #4 Practice: #4 Model with mathematics Three Main Points:  Reflect on whether the results make sense  Apply the math they know to solve problems in everyday life  Map relationships using tools Example:Student Friendly Definition: I can use symbols and numbers to solve problems

16. What does this Array tell us?

17. Why Arrays?

18. CCSS Practice #5 Practice: #5 Use appropriate tools strategically Three Main Points:  Be familiar with and consider all available tools  Use Technology tools to deepen understanding  Identify and Use other math resources Example:Student Friendly Definition: I can use all available tools and technology appropriately when solving math problems

19. Number Lines

20. CCSS Practice #6 Practice: #6 Attend to Precision Three Main Points:  Communicate precisely and use clear definitions  State the meaning of the symbol  Specify units of measure Example:Student Friendly Definition: I can carefully explain to my partner how I came across my answer and why I think it is correct

21. Draw a Triangle

22. CCSS Practice #7 Practice: #7 Look for and make use of structures Three Main Points:  Find a pattern  Use what you know  Solve the problem!!! Example:Student Friendly Definition: I can use what I already know to solve a problem using patterns

23. Word Problem Take a Deep Breath! Mr. Centeno had a fruit fly problem. On day 1 there were two fruit flies. On day 2 there were four fruit flies. On day 3 there were six fruit flies. How many fruit flies would Mr. Centeno have on day 5? Answer: 10 What was the pattern? +2

24. CCSS Practice #8 Practice: #8 Look for and express regularity in repeated reasoning Three Main Points:  Notice if calculations are repeated by looking for methods  Attend to detail  Often evaluate results (check understanding) Example:Student Friendly Definition: I can look for shortcuts, use steps to solve problems, and see if it makes sense

25. Repeated Pattern Activity Directions. Multiply the middle number by itself. Multiply the outer numbers to each other. Compare the products 5,6,7 3,4,5 6,7,8 What conjecture can you come up with? What is 29x31 and why? What would the Algebraic formula look like?

30. Some Humor http://www.youtube.com/watch?v=cydcnQf0 usg