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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!