Transcript Slide 1 - ElementaryMathematics

Elementary Math
Coaches/Contacts
Meeting
STEM & Instructional Resources
Broward County Public Schools
September 16, 2013
Elementary Math Updates
•Pacing Guides
:
http://elementarymathematics.pds-hrd.wikispaces.net/home
•ThinkCentral
•Q & A
K – 5, Number
and Operations
in Base Ten
K – 5 NBT: Overview (p. 2 – 4)
What is the importance of position in the Base-10
system?
What is the difference between a computation
algorithm and a computation strategy?
How do the mathematical practices connect to NBT?
Consider the problem:
47 + 35
How would students in early grades, before learning
the standard algorithm, solve this?
Kindergarten
MACC.K.NBT
Kindergarten: NBT Progression (p. 5)
What do Kindergarten students need to be able to do
by the end of the grade?
What are some strategies suggested in the
progression to accomplish mastery?
What are the common misconceptions mentioned in
the progression?
• What can be done to assist students?
What would be appropriate questions to ask
students?
What would be appropriate questions to ask
students?
st
1
Grade
MACC.1.NBT
MACC.1.NBT
1st Grade: NBT Progression (p. 6 - 7)
What do 1st Grade students need to be able to do by
the end of the grade?
What are some strategies suggested in the
progression to accomplish mastery?
What are the common misconceptions mentioned in
the progression?
• What can be done to assist students?
What would be appropriate questions to ask
students?
What would be appropriate questions to ask
students?
Consider the problem:
65 - 27
How would students in early grades, before learning
the standard algorithm, solve this?
nd
2
Grade
MACC.2.NBT
MACC.2.NBT
2nd Grade: NBT Progression (p. 8 - 10)
What do 2nd Grade students need to be able to do by
the end of the grade?
What are some strategies suggested in the
progression to accomplish mastery?
What are the common misconceptions mentioned in
the progression?
• What can be done to assist students?
What would be appropriate questions to ask
students?
What would be appropriate questions to ask
students?
What would be appropriate questions to ask
students?
Consider the problem:
158 - ? = 75
How would students in early grades, before learning
the standard algorithm, solve this?
Professional Development Modules:
Clark County School
BLAST
Grade 1:
NBT.1
Time to explore content:
Inside Mathematics
Illustrative Mathematics
PARCC
Florida DOE
Georgia DOE
Learnzillion
K – 5, Number
and Operations
in Base Ten
Consider the problem:
39 x 11
How would students in early grades, before learning
the standard algorithm, solve this?
rd
3
Grade
MACC.3.NBT
3rd Grade: NBT Progression (p. 11)
What do 3rd Grade students need to be able to do by
the end of the grade?
What are some strategies suggested in the
progression to accomplish mastery?
What are the common misconceptions mentioned in
the progression?
• What can be done to assist students?
What would be appropriate questions to ask
students?
What would be appropriate questions to ask
students?
What would be appropriate questions to ask
students?
Explain how when rounding to the nearest 100 the
answer could be 0?
When rounding to the nearest tenth could the
solution be a whole number? Why or why not?
How would a student in 3rd grade be expected to
solve 178 + 225?
178 + 225
th
4
Grade
MACC.4.NBT
MACC.4.NBT
4th Grade: NBT Progression (p. 12 - 15)
What do 4th Grade students need to be able to do by
the end of the grade?
What are some strategies suggested in the
progression to accomplish mastery?
What are the common misconceptions mentioned in
the progression?
• What can be done to assist students?
Explain how to use the area model to multiply…to divide.
Explain how to use partial products to multiply.
Explain how to use partitioning to divide.
What connections do these methods have to the
standard algorithms?
Consider the problems:
0÷5
and
5÷0
What are the answers to these problems? Why?
How would you explain?
What would be appropriate questions to ask
students?
Consider the problem:
4 x 27
How would students in early grades, before learning
the standard algorithm, solve this?
th
5
Grade
MACC.5.NBT
MACC.5.NBT
5th Grade: NBT Progression (p. 16 - 18)
What do 5th Grade students need to be able to do by
the end of the grade?
What are some strategies suggested in the
progression to accomplish mastery?
What are the common misconceptions mentioned in
the progression?
• What can be done to assist students?
Explain how to use partial quotients to divide.
Explain how fractions can help with
multiplying decimals.
How does estimating assist in multiplying decimals?
What connections do these methods have to the
standard algorithms?
What would be appropriate questions to ask
students?
What would be appropriate questions to ask
students?
What would be appropriate questions to ask
students?
What would be appropriate questions to ask
students?
Consider the problem:
188 ÷ 4
How would students in early grades, before learning
the standard algorithm, solve this?
K – 5 NBT: Extending beyond Grade 5 (p. 19)
What are the fluency expectations for
6th grade?
Which standard in 5th grade assists with
Scientific Notation in 8th grade?
How does multiplication of whole numbers relate to
multiplying polynomials?
•What is a polynomial?
Professional Development Modules:
Clark County School
BLAST
Grade 3: NBT.13
Time to explore content:
Inside Mathematics
Illustrative Mathematics
PARCC
Florida DOE
Georgia DOE
Learnzillion