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Winter 2014 Math in Focus: Parent Institute. Opening Task Scavenger Hunt.
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Transcript of Winter 2014 Math in Focus: Parent Institute. Opening Task Scavenger Hunt.
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Winter 2014
Math in Focus:Parent Institute
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Opening Task
Scavenger Hunt
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Grade DomainK Counting & Cardinality
K-5 Operations & Algebraic Thinking
Number & Operations in Base Ten
Measurement & Data
Geometry
3-5 Number & Operations – Fractions
6-8 Ratios & Proportional Relationships
The Number System
Expressions & Equations
Geometry
Statistics & Probability
8 Functions
Domains of the Common Core State Standards (CCSS)
for Mathematics
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Grades K - 2
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Grades 3 - 5
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The CCSS Requires Three Shifts in Mathematics
1. Focus: Emphasize key areas of instruction, focus on standards.
2. Coherence: Think across grades, and link to major topics.
3. Rigor: In major topics, pursue
conceptual understanding, procedural skills and fluency, and application.
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Standards for Mathematical PracticeHabits of Mind of a Productive Mathematical
Thinker
MP. 1 Make sense of problems and persevere in solving them.
MP. 6 Attend to Precision
Reasoning and Explaining
MP. 2 Reason abstractly and quantitatively.
MP. 3 Construct viable arguments and critique the reasoning of others.
Modeling Using Tools
MP. 4 Model with mathematics.
MP. 5 Use appropriate tools strategically
Seeing Structure and Generalizing
MP. 7 Look for and make sense of structure.
MP. 8 Look for and express regularity in repeated reasoning.
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Math in Focus Framework
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What can I expect to see…
in the classroom• Teaching to mastery
• Concrete-pictorial-abstract model
• Differentiation
• Intentional progression of skills
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ETSD Focus for Math• Continued transition to Math in Focus
• Increased emphasis on problem solving
• Continued focus on number and operation (elem.-base ten, algebraic thinking & fractions; middle – number system, expressions & equations)
• Increased emphasis on geometry & data
• Integration of Math Practice Standards(reason abstractly, demo. perseverance)
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Grade: SixthGrade 5 Material Mastered• Multiplication & division
of whole numbers, fractions,
decimals• Solve one step equations
using inverse operation• Bar Model Technique
Topics Emphasized• Number system includes
positive & negative numbers•Dividing by fractions
•Ratio, Rates, Percents•Expressions & inequalities
Manipulatives• Concrete materials
and visuals should still
be incorporated• Utilize Virtual Manipulatives•Algebra tiles, unit cubes, and
counters
Bar Models• Bar Modeling technique
should be emphasized• Use previous grade
materials for support as needed
(e.g. Reteach, Extra Practice),
as well as Transition Guide
Rational Numbers
Decimals
Rates & Ratio
Percent
Expressions & Equations
Fractions
Operations: Multiplication &
Division
6
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Skill Trace: Multiplication
Grade 1 - Adding the Same Number
Big Idea: Multiplying is the same as adding equal groups.
2 + 2 + 2 means 3 twos or3 groups of 2.
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Skill Trace: Multiplication
Grade 2 - How to Multiply
Big Idea: Multiplication and division use equal groups.
5 + 5 + 5 = 3 x 5
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Skill Trace: Multiplication
Grade 3 - Multiplication
Big Ideas: • Many models can be used to multiply, including
mental math. • Numbers up to 3 digits can be multiplied with or
without regrouping.
5 x 6 = ? 5 rows of 6 = 30
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Real World Multiplication ProblemsGrade 3, Unit 9
Two-step Problems Using Bar Modeling
Multiplication in Action
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Anchor Task:
One bag of peanuts costs $5.Alicia wants to buy 8 bags but she only has
$33. How much more money does she need?
Part 1: What else do we need to know?
?
$5
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One bag of peanuts costs $5.Alicia wants to buy 8 bags but she has only
$33. How much more money does she need?
Part 2: Now we can solve..If 8 bags will cost $40 and she only has $33. How much more money does she need?
40 -33 $7
$40
$33 ?
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Let’s Practice
Pat is 12 years old.James is 3 times as old as Pat.Raymond is 9 years younger than James.How old is Raymond?
Pat
James
Raymond
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SolutionPat is 12 years old.James is 3 times as old as Pat.Raymond is 9 years younger than James.How old is Raymond?
12
36
9
?
? = 27
Pat
James
Raymond
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Skill Trace: Multiplication
Grade 4 - Whole Number Multiplication
Big Ideas: • Place value is used to multiply and divide multi-digit
numbers. • Estimation can be used to check the reasonableness of
an answer.
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Skill Trace: Multiplication
Grade 5 - Multiplying Fractions, Mixed Numbers & Decimals
Big Ideas: •Patterns can be used to help multiply and divide numbers.•Multiplication can be used to solve real-world problems.•Whole numbers, fractions, and mixed numbers can be multiplied or divided in any combination.•Decimals can be multiplied in the same way as whole numbers.
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What can I expect to see…
at home• Same math, different focus-Focus on understanding, as opposed to memorization-More rigorous tasks
• Math talk-More focused vocabulary-Explanation of answers
• Independent practice of concepts-Homework-Games
• Online resources (Think Central)-Student textbook-Background videos/podcasts-Virtual manipulatives
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Technology Resources
•Think Central (Grades K-5)https://www-k6.thinkcentral.com
•Houghton Mifflin Harcourt: Singapore Math http://www.hmhco.com/shop/education-curriculum/math/math-in-focus-singapore-math
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Recommended Websites/Apps
•Arcademic Skill Builders (http://www.arcademics.com/) •Calculation Nation (http://calculationnation.nctm.org ) •Cool Math (http://www.coolmath4kids.com) •Fun 4 the Brain (http://www.fun4thebrain.com/) •IXL (http://www.ixl.com/Math) •Math Bingo (http://www.abcya.com/math_bingo.htm) •Math Playground (http://www.mathplayground.com/) •National Council for Teachers of Mathematics (http://www.nctm.org/mobileapps/) •Splash Math (https://www.splashmath.com/) •Thinking Blocks (http://www.thinkingblocks.com )
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The Butterfly
What can we learn from the development of a butterfly?
First there is the egg which hatches into a caterpillar. The caterpillar eats and grows. At the right time, it makes a chrysalis out of its own body. While in the chrysalis, the caterpillar changes into a butterfly.
When the butterfly is ready, it starts to break through the chrysalis. First, a small hole appears. The butterfly is then forced to struggle to come through the hole. This can take some time.
If you try to “help” the butterfly by cutting the chrysalis, the butterfly will come out easily but it will never fly. Your “help” has destroyed the butterfly.
The butterfly can fly because it has to struggle to come out. The pushing forces lots of enzymes from the body to the wing tips. This strengthens the muscles, and reduces the body weight. In this way, the butterfly will be able to fly the moment it comes out of the chrysalis. Otherwise it will simply fall to the ground and soon die.
If the butterfly is not left to struggle to come out of the chrysalis, it will never fly.
We can learn an important lesson from the butterfly.
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Reflection
Use the exit slip, to reflect back on tonight’s
presentation and leave it by the door on your way
out. Thank you for attending this evening!