37
Broken Squares• Designate a shape keeper
• 6 congruent squares
• No shapes left over
• Everyone is encouraged to OFFER. No one may TAKE. They may ACCEPT a puzzle piece to use if OFFERED.
What happens if we do this?
What happens to the problem?
What do you notice? What do you wonder?
Main question(s)
Estimation?
6 inches
6 inches
6 inches
Act 2
Standards for Mathematical Practice
Look at your SMP and create an poster describing what it should/could look like in a K-5 grade classroom. Explain the standard using numbers, pictures and/or words to describe what it could look like.
•what might the teacher be doing
•examples of student thinking
•types of tasks used •(can you connect your SMP to Piles of Tiles)
mentally solve the following problem 85-29
What is Number Talks?A Number Talk is a short, ongoing daily routine that provides students with meaningful ongoing practice with computation:
• keep Number Talks short, as they are not intended to replace current curriculum or take up the majority of the time spent on mathematics.
• spend only 5 to 15 minutes on Number Talks.
• Number Talks are most effective when done everyday.
Computational Fluency… what is it and do we get there?
"Computational fluency refers to having efficient and accurate methods for computing. Students exhibit computational fluency when they demonstrate flexibility in the computational methods they choose, understand and can explain these methods, and produce accurate answers efficiently. The computational methods that a student uses should be based on mathematical ideas that the student understands well, including the structure of the base-ten number system, properties of multiplication and division, and number relationships.”
K-2 Number Talks
dot cards, ten frames, Rekenreks
Time to Subitize
Time to Subitize
Try it with a Rekenrek
what do you notice?
Time to Subitize
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.
• Use strategies such as counting on; making ten
• (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14);
• decomposing a number leading to a ten • (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9);
• using the relationship between addition and subtraction • (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4);
• and creating equivalent but easier or known sums • (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 +
1 = 13).
12 x 15
3 x 60
6 x 30
12 x 15
Strategies for Multiplication
Multiplication Number Talks
Making Landmark or Friendly Numbers
Partial Products
Doubling and Halving with Multiplication
Breaking Factors into Smaller Factors
Fluency doesn’t happen overnight
• Slow down to go fast later.
• It’s all about the progression of learning.
• Stay in your lane.
• Trust the process
Goals for breakout sessions…
• Standards for Mathematical Practice
• Problem-based lessons
• Automaticity of strategy (fluency)
