Date post: | 23-Dec-2015 |
Category: |
Documents |
Upload: | corey-weaver |
View: | 214 times |
Download: | 0 times |
Common CoreSummer Institute
Fourth Grade
July 31-August 2, 2012
Today’s Schedule:8:30-9:00 Welcome, Norms,
& Entry Task9:00-9:45 Standards for
Mathematical Practice Mini-Lesson
9:45-10:45 Grocery Store Task(10:10-10:25 Break)10:45-11:30 Standards for
Mathematical Practice Key Points and Illustration
11:30-11:50 OA and NBT Scavenger Hunt
11:50-12:00 Moving from NCSCOS to CCSS
12:00-1:15 Lunch1:15-1:45 Multiplication &
Division Situations
1:45-2:10 Investigations: Multiplicative Comparison Add-On Lesson
2:10-2:20 Lesson Discussion
2:20-2:35 Break2:35-3:15 Investigations
Games3:15-3:30 Gift Time!
Group Norms
• Be engaged! You deserve the opportunity to learn and collaborate with colleagues!
• Use our parking lot for questions, comments, and concerns.
Operations and Algebraic Thinking (OA)Number and Operation in Base Ten (NBT)
Today we will look at the following :
*Standards for Mathematical Practice: What are they? What role do they play in
student learning?
*Explore Operations and Algebraic Thinking and Number and Operations in
BaseTen content standards
*Examine how new standards relate to Investigations content for OA and NBT
*View item specs from Smarter Balance Assessment Consortium (SBAC)
Let’s Begin with Math:Brainstorm some equations that equal 348 using multiples of 10, multiplication, and subtraction. You may only use one number that is not a multiple of ten.
How do you know this expression equals 348?How did you use multiples of 10?
Overview of Standards for Mathematical Practices
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Standards for Mathematical Practices Mini-Lesson
• Students need to be exposed to each of the Standards for Mathematical Practice.
• Mini-Lessons can be used introduce and provide experiences for students.
• Practices should be grouped as they are introduced and referenced in math instruction daily.
Standards for Mathematical Practices Mini-Lesson
Standards for Mathematical Practices Mini-Lesson
Create a pattern tower on your paper strips.
Start with 15. Keep adding 12.Start with 13 . Keep adding 20.Start with 17. Keep adding 18.Start with 14. Keep adding 23.
Complete your strip. Describe in writing how you used patterns or structures to complete each tower.
Standards for Mathematical Practices Mini-Lesson
Grocery Store Task
• Smarter Balanced Item Spec
Break Time!
Please re
turn in
15 minutes!
Mr. Lee“All I Do is Learn!”
Grocery Store Task
• How is this task similar to or different from a question on the EOG?
• How will teachers, students, and parents have to shift expectations to be prepared for tasks like this one?
Standards for Mathematical PracticeKey Points & Illustrations
• Identify the key points that your students would need to understand about the practices that your group has been assigned.
• Identify some key points for your colleagues.
• On your poster, illustrate and show key points for how you used your two mathematical practices in the grocery store task.
• http://thinkmath.edc.org
Standards for Mathematical Practice: What changes do we need to make to develop mathematically proficient
students?• What changes will I need to make in
how I teach and how my classroom operates?
• How will collaborative and individual planning for math need to change?
• How will I communicate new expectations to parents and students?
Content Standards
• Specific to your grade level• Separated into 5 Domains in 4th
Grade• Domains are subdivided into
Clusters• Clusters are subdivided in
Standards
Reading the Standards
Domains: overarching ideas that connect topics across the grades
Clusters: illustrate progression of increasing complexity from grade to grade
Standards: define what students should know and be able to do at each grade level
Let’s Get Acquainted with Operations and Algebraic Thinking (OA)
and Number and Operations in Base Ten (NBT)
NCDPI Unpacking Documents http://maccss.ncdpi.wikispaces.net/Fourth+Grade
• Read the content standards for OA and NBT
• Read 4th Grade CCSS Sample Questions• Connect each sample question to one of
the OA or NBT standards.
Lunch Time!
12:00 – 1:15
Common Multiplication & Division Situations
• There are 3 kinds of Multiplication Situations: Equal Groups, Arrays, Area, Comparison.
• Unknowns can be in any place in any of these situations.
• Situations can involve discrete or more abstract situations. Use discrete before abstract.
Common Multiplication & Division Situations
Common Multiplication & Division Situations
Common Multiplication and Division Situations
Unknown Product3 x 2 = ?
Group Size
Unknown3 x ? = 66 ÷ 3 = ?
Number of Groups
Unknown? x 2 = 66 ÷ 2 = ?
Equal Groups 1 2 3ArraysArea 4 5 6
Compare 7 8 9
Multiplicative Comparison• TERC has created additional
lessons to address new content in the CCSS.
• You can view these lessons online at Pearson Successnet (www.pearsonsuccessnet.com)
• You will receive the snap-in units and Common Guide in August.
• Today, we are going to explore a new lesson from Unit 1.
Multiplicative Comparison• You can view these lessons
online at Pearson Successnet (www.pearsonsuccessnet.com)
• Teacher Resources
• Student Resources
• Success Tracker
Multiplicative Comparison 1.6A
DARLENEJUAN
Darlene picked 7 apples. Juan picked 4 times as many apples. How many apples did he pick?
7 x 4 = 28
Multiplicative Comparison 1.6AFranco’s daughter is 2 feet tall. Franco is 3 times as tall as his daughter. How tall is he?
What equation can we write to
represent what’s happening in this
problem?
2 x 3 =
Where is the 2 in this problem?Where is the x 3?
Multiplicative Comparison
A tree in Helena’s yard is 35 feet tall. Helena is 5 feet tall. The tree is how many times as tall as Helena?
5 ft.
5 ft.
5 ft.
5 ft.
5 ft.
5 ft.
5 ft.
35 feet
35 ft. = 5 ft. x
Multiplicative Comparison• How might you need to address needs
of ELL, EC, and TD students?• What will you look and listen for to
assess student understanding as they work?
• Which Standards for Mathematical Practice might students use as they complete this task?
• Which content standard(s) will students use in the work of this lesson?
Break Time!
Please re
turn in
15 minutes!
The Ron Clark Academy“Problems Up!”
Game or Assessment?
• Play Small Array, Big Array• Play Missing Factors• Play Multiple Turn Over• Smarter Balance Item Specs
What Do You Think?
• How do the games we played support student mastery of Common Core Standards?
• How are the Smarter Balance item specs like/different from EOG type problems?
• Considering the differences, what changes do we need to make in instruction?
1-1-1-Ticket Out the Door• One thing you learned
• One idea that you will use in your classroom
• One question you still have
(Get a free gift as you
head out the door!)