Transcript Math in Focus Parent Institute

Math in Focus:
Parent Institute
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Winter 2014
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Opening Task
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Scavenger Hunt
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Domains of the Common Core
State Standards (CCSS) for
Mathematics
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Grade
Domain
K
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
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Functions
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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
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1. Focus: Emphasize key areas of
instruction, focus on standards.
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2. Coherence: Think across grades, and link
to major topics.
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3. Rigor: In major topics, pursue conceptual
understanding, procedural skills and
fluency, and application.
Standards for Mathematical Practice
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Habits of Mind of
a Productive
MP.
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Mathematical
Thinker
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Reasoning and Explaining
Reason abstractly and quantitatively.
Construct viable arguments and
critique the reasoning of others.
MP. 1 Make sense of
problems and persevere
in solving them.
MP. 6 Attend to
Precision
Modeling Using Tools
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MP. 4 Model with mathematics.
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MP. 5 Use appropriate tools strategically
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Seeing Structure and Generalizing
MP. 7 Look for and make sense of structure.
MP. 8 Look for and express regularity in
repeated reasoning.
Math in Focus Framework
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What can I expect to see…
in the classroom
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• Teaching to mastery
• Concrete-pictorial-abstract model
• Differentiation
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• Intentional progression of skills
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ETSD Focus for Math
• Continued transition to Math in Focus
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• 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
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• Integration of Math Practice Standards
(reason abstractly, demo. perseverance)
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Grade: Sixth
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Topics Emphasized
• Multiplication & division
• Number system includes
Operations:
Expressions &
of whole numbers, fractions,
positive & negative numbers
Multiplication &
Equations
decimals
•Dividing by fractions
Division
• Solve one step equations
•Ratio, Rates, Percents
using inverse operation
•Expressions & inequalities
Rational
• Bar Model Technique
Percent
Numbers
Manipulatives
• Concrete materials
Rates
and visuals should still
& Ratio
be incorporated
• Utilize Virtual Manipulatives
•Algebra tiles, unit cubes, and
counters
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Decimals
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Bar Models
• Bar Modeling technique
should be emphasized
Fractions
• Use previous grade
materials for support as needed
(e.g. Reteach, Extra Practice),
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as well as Transition Guide
Skill Trace: Multiplication
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Grade 1 - Adding the Same Number
Big Idea: Multiplying is the same as adding equal
groups.
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2 + 2 + 2 means 3 twos or
3 groups of 2.
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Skill Trace: Multiplication
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Grade 2 - How to Multiply
Big Idea: Multiplication and division use equal
groups.
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5+5+5=3x5
Skill Trace: Multiplication
Grade 3 - Multiplication
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Big Ideas:
• Many models can be used to multiply, including mental
math.
• Numbers up to 3 digits can be multiplied with or
without regrouping.
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5x6=?
5 rows of 6 = 30
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Multiplication in Action
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Real World Multiplication Problems
Grade 3, Unit 9
Two-step Problems Using
Bar Modeling
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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?
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Part 1: What else do we need to know?
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$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?
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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
$40
$7
$33
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Let’s Practice
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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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Solution
Pat is 12 years old.
James is 3 times as old as Pat.
Raymond is 9 years younger than James.
How old is Raymond?
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Pat
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James
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Raymond
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? = 27
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Skill Trace: Multiplication
Grade 4 - Whole Number Multiplication
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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
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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
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Same math, different focus
-Focus on understanding, as opposed to memorization
-More rigorous tasks
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Math talk
-More focused vocabulary
-Explanation of answers
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Independent practice of concepts
-Homework
-Games
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Online resources (Think Central)
-Student textbook
-Background videos/podcasts
-Virtual manipulatives
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Technology Resources
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•Think Central (Grades K-5)
https://www-k6.thinkcentral.com
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•Houghton Mifflin Harcourt: Singapore Math
http://www.hmhco.com/shop/educationcurriculum/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
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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.
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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.
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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.
Reflection
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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!
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