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INTERMEDIATE MATH

INTERMEDIATE MATH. Resources and Building Content Knowledge Education Transformation Office. Common Board Configuration (CBC). DATE: August , 2013 Introductions: 3 – 2 - 1 Activity.

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INTERMEDIATE MATH

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  1. INTERMEDIATE MATH Resources and Building Content Knowledge Education Transformation Office

  2. Common Board Configuration (CBC) DATE:August , 2013 Introductions: 3 – 2 - 1 Activity Vocabulary: Pacing guide, Skills Sheets, Journal Entries, Scope and Sequence, Rubric, Essential Labs, NGSSS, Item Specs • Exit Slip: • Revisit Essential Question BELL RINGER: BENCHMARK: Math Resources and Content. • AGENDA: • I Do: • Review focus group materials • We Do: • Teach One/Learn One Activity • Math Content Training • They Do: • Map out how you’re going to teach the beginning of the year concepts. • You Do: • Processing Time: Answer the essential question • Homework Instruction Objective: Today we will explore the math content and review resources to help implement best practices to teach the content effectively. ESSENTIAL QUESTION: How can exploring the math content and resources help me to be an effective teacher?

  3. 3-2-1

  4. ESSENTIAL QUESTION: How can exploring the math content and resources help me to be an effective teacher?

  5. What’s New and Continuing with ETO Elementary Math? 2013-2014 School Year

  6. What’s NEW??? • Full implementation of Common Core in the GO Math series. • Reflex math- Computer program for fluency • New Teacher Lead Center (TLC) packets • Newly created bellringers by benchmark infusing basic skills for practice • New Think Central dash boards • iReady

  7. GO MATH 3rd Grade “Old vs. New”

  8. GO MATH / ThinkCentral.com • Go Math textbooks are all correlated to Common Core. • Schools will receive updated Common Core Teacher’s Editions • You will continue to have access to the “Old GO MATH” with the NGSSS through thinkcentral.com

  9. GO MATH Technology Correlations

  10. Math Focus Group Created Materials • Pacing Guide Revisions • Skills Sheets • Independent Centers Binder • Journal Entries • Success Academy Lessons

  11. Pacing Guide Revisions • New Common Core Pacing Guides • NGSSS Blended Curriculum • New NBC Learn Video Links • Lesson Combination Suggestions

  12. Skills Sheets-Teacher Edition

  13. Skills Sheets-Student Friendly

  14. Independent Centers Binder

  15. TEACH ONE, LEARN ONE

  16. TEACH ONE, LEARN ONE Instructions of Collaborative Strategy • Use your popsicle stick to determine which group you are in. • Everyone will all be in groups of three. • Every 3 minute segment, one person will be the teacher, another person will be the student, and one could be the observer. • The teacher will teach the student a lesson on any preferred subject. • The student will take notes. • The observer will watch the behaviors. • After three minutes you will switch roles. • Continue to rotate until you have been all three roles.

  17. TEACH ONE, LEARN ONE • What to do? • Wait until you’re told to begin. Once you get a signal to begin, you will write a response to a question for two minutes non-stoponto a sheet of paper.

  18. TEACH ONE, LEARN ONE What is Teaching? (Two Minutes)

  19. TEACH ONE, LEARN ONE What is Learning? (Two Minutes)

  20. TEACH ONE, LEARN ONE • Now, discuss your answers with a shoulder partner. • You can revisit your two answers. Has your answer changed from the two question? If so, take two minutes to reflect and change your answer.

  21. DIGGING DEEPER INTO THE MATH CONTENT 3rd Grade

  22. TOPIC IAddition and Subtraction within 1,000

  23. DIGGING DEEPER INTO THE MATH CONTENT 3rd Grade TOPIC I Addition and Subtraction within 1,000 New Edition Common Core Textbook MACC.3.NBT.1.1, MACC.3.NBT.1.2, MACC.3.OA.4.8, Infusing the NGSSS MA.3.A.6.1 and MA.3.A.4.1

  24. TOPIC I ESSENTIAL CONTENT INCLUDES: Problem Solving (Rountine and Non-Routine) Real-World content Methods to determine solutions Tables Charts Lists Searching for Patterns Explain the method used to solve a problem Numbers Place Value Read Write Compare Order Inequalities symbols (<, >, =, =) Real-World contexts Operations Addition Subtraction Estimation Strategies Rounding Compatible Numbers Reasonableness Grouping Decimals (context of money that estimate to whole dollar

  25. ITEM SPECS for MA.3.A.4.1 Item SpecsAlgebra – Number, Operations, & Statistics

  26. BENCHMARK CLARIFICATION What must students be able to do? MA.3.A.4.1 • Students may extend numeric or graphic patterns beyond the next step, or find one or more missing elements in a numeric or graphic pattern. • Students will identify the rule for a pattern or the relationship between numbers.

  27. CONTENT LIMITS MA.3.A.4.1 • Items may use numeric patterns, graphic patterns, function tables, or graphs. (bar graphs, picture graphs, or line plots only) • Numeric patterns should be shown with 3 or more elements. • Graphic patterns should be shown with 3 or more examples of the patterns repeated. • Students should not be asked to extend the patterns more than 3 steps beyond what is given or to provide more than 3 missing elements.

  28. What does it look like?MA.3.A.4.1

  29. What does it look like?MA.3.A.4.1 LLook for a pattern or rule: X 5 = Rule: Multiply by 5 X 5 = X 5 = 45 X 5 =

  30. What are good strategies? MA.3.A.4.1 • Read each problem carefully and know what’s being asked. • Students need to find a rule for the pattern. • Use the number pairs. Apply the pattern or rule to each relationship and think of an operation that will help find the missing number. • Students need to practice showing their work to avoid simple mistakes.

  31. Activities… MA.3.A.4.1 • Chairs Around a Table: • Students will: • Identify and extend a linear pattern involving the number of chairs that can be placed around a series of square tables. • Describe linear patterns using • words or symbols. • Materials: • Pattern Blocks • (squares and triangles).

  32. Activities MA.3.A.4.1 cont… • Using a context of chairs around square tables, students will be exposed to different linear patterns in this lesson. The patterns may vary slightly from situation to situation, where the students are allowed to determine a solution in multiple ways, in the end leading to an intuitive understanding of perimeter. • At Pal-a-Table, a new restaurant in town, there are 24 square tables. One chair is placed on each side of a table. How many customers can be seated at this restaurant? Show an arrangement of one table with four chairs. Draw a demonstration on the white board or tech board. Or use pattern blocks or other transparent manipulatives on the overhead projector. Sample of 1 table with 4 chairs arrangement

  33. Activities MA.3.A.4.1 cont… • When all students understand how chairs are placed, ask, "If there were 24 tables in a room, how many chairs would be needed?" • Have students make a table showing the pattern and finding the rule. Depending on students’ understanding of multiplication, they may immediately realize that the answer is 24 × 4 = 96. • Ask students to create a number sentence that will help solve for the missing number.

  34. Activities MA.3.A.4.1 cont… From the table, students should realize that the number of chairs is equal to four times the number of tables. Alternatively, they might recognize that each time a table is added, four chairs are added. This is a good opportunity to reinforce the connection between multiplication and repeated addition. Teachers should ask students to explain their observations. "What is the pattern? How can you find the number of chairs for any number of tables?" [Multiply the number of tables by 4. If there are 24 tables, for instance, the number of chairs is 96. If there are n tables, the number of chairs is 4n.]

  35. ITEM SPECS for MA.3.A.6.1 Item SpecsAlgebra – Number, Operations, & Statistics

  36. BENCHMARK CLARIFICATION What must students be able to do? MA.3.A.6.1 Students can use the following estimation strategies when representing, comparing, and computing numbers through the hundred thousand: • Clustering • Reasonableness • Chunking • Using a reference • Unitizing • Benchmarks • Compatible numbers • Grouping • Rounding

  37. What Are The Content Limits?MA.3.A.6.1 • Numbers may be represented flexibly; for example 947 can be thought of as 9 hundreds, 4 tens, and 7 ones; 94 tens and 7 ones; or 8 hundreds 14 tens and 7 ones • Items may include the inequality symbols( >, <, =, =) • Items will not require the estimation strategy to be named • Front-end estimation will not be an acceptable estimation strategy • Decimals may be used in the context of money that estimate to a whole dollar

  38. What does it look like?MA.3.A.6.1

  39. What does it look like?MA.3.A.6.1 Round to the nearest hundreds place value. 2,000 1,000 2,000 + 2,000 7,000

  40. What Are Good Strategies?MA.3.A.6.1 • Always have students draw the place value chart • When writing in expanded form, add the zeros after the place value • Use the “Dip” chant • Use the rounding wrap (for example: 4 or less, let it rest. 5 or more raise the score)

  41. In order for students to be successful with addition and subtraction, they need a firm comprehension of place value. In this lesson, students extend their understanding of place value to numbers through hundred thousands.

  42. Activities… MA.3.A.6.1 Have the students pair up in twos. They can rotate and make their own Egyptians numbers and guess the value.

  43. Activities MA.3.A.6.1 cont…

  44. Let’s take a look at Lesson 1.4 Mental Math Strategies for Addition

  45. TOPIC IINumbers through 100, 000

  46. DIGGING DEEPER INTO THE MATH CONTENT 3rd Grade TOPIC II Numbers through 100,000 Old Edition Next Generation Sunshine State Standards Textbook (ONLY) MACC.3.NBT.1.1, MACC.3.NBT.1.2, MACC.3.NBT.1.3, MACC.OA.4.8 Infusing the NGSSS MA.3.A.6.1 and MA.3.A.6.2

  47. TOPIC II Essential Content Includes: Problem Solving (Rountine and Non-Routine) Real-World content Methods to determine solutions Tables Charts Lists Searching for Patterns Explain the method used to solve a problem Numbers Place Value Read Write Compare Order Inequality symbols (<, >, =, =) Real-World contexts Operations Addition Subtraction Estimation Strategies Rounding Compatible Numbers Reasonableness Grouping Decimals (context of money that estimate to whole dollar

  48. ITEM SPECS for MA.3.A.6.2 Item SpecsAlgebra – Numbers through 100,000

  49. BENCHMARK CLARIFICATION What must students be able to do? MA.3.A.6.2 • Students will solve non-routine problems in situations where tables, charts, lists, and patterns could be used to find the solutions.

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