Transcript Intermediate Math and Science

DATE: August , 2013
BELL RINGER: Introductions:
3 – 2 - 1 Activity
Vocabulary: Pacing guide, Skills Sheets, Exit Slip:
Journal Entries , Scope and Sequence,
•Revisit Essential
Rubric, Essential Labs, NGSSS, Item
Question
Specs
BENCHMARK: Math Resources
AGENDA:
and Content.
I Do:
Objective: Today we will
explore the math content and
review resources to help
implement best practices to
teach the content effectively.
•Review focus group materials
We Do:
•Teach One/Learn One Activity
•Math Content Training
They Do:
ESSENTIAL QUESTION: How
can exploring the math
content and resources help
me to be an effective teacher?
•Map out how you’re going to teach the
beginning of the year concepts.
You Do:
•Processing Time: Answer the essential
question
•Homework Instruction
Set 3 Goals for this school year
Write 2 actions that will
assist you in meeting your
goals
Write 1
challenge that may
Encounter
How can exploring the
math content and
resources help me to be
an effective teacher?
What’s NEW???
Full implementation of Common Core in
the GO Math series.
 Reflex math- Computer program for
fluency
 New Teacher Lead Center (TLC) packets
 Newly created bellringers by benchmark
infusing basic skills for practice
 New Think Central dash boards
 iReady

Go Math textbooks are all correlated to
Common Core.
 Schools will receive updated Common
Core Teacher’s Editions
 You will continue to have access to the
“Old GO MATH” with the NGSSS through
thinkcentral.com

Pacing Guide Revisions
 Skills Sheets
 Independent Centers Binder
 Journal Entries
 Success Academy Lessons

New Common Core Pacing Guides
 NGSSS Blended Curriculum
 New NBC Learn Video Links
 Lesson Combination Suggestions

Instructions of Collaborative Strategy



Use your popsicle stick to determine which
group you are in.
Everyone will all be in groups of three.
Every 3 minute segment, one person will be the
teacher, another person will be the student,
and one could be the observer.
› The teacher will teach the student a lesson on any
preferred subject.
› The student will take notes.
› The observer will watch the behaviors.


After three minutes you will switch roles.
Continue to rotate until you have been all
three roles.

What to do?

Wait until you’re told to begin. Once
you get a signal to begin, you will write a
response to a question for two minutes
non-stop onto a sheet of paper.
What is Teaching?
(Two Minutes)
What is Learning?
(Two Minutes)

Now, discuss your answers with a
shoulder partner.

You can revisit your two answers. Has
your answer changed from the two
question? If so, take two minutes to
reflect and change your
answer.
TOPIC I
Addition and Subtraction within 1,000
New Edition Common Core Textbook
MACC.3.NBT.1.1, MACC.3.NBT.1.2, MACC.3.OA.4.8,
Infusing the NGSSS MA.3.A.6.1 and MA.3.A.4.1
TOPIC I ESSENTIAL CONTENT INCLUDES:
•
Numbers
1.
2.
3.
4.
5.
6.
7.
•
Operations
1.
2.
•
Place Value
Read
Write
Compare
Order
Inequalities symbols (<, >, =, =)
Real-World contexts
Addition
Subtraction
Estimation Strategies
1.
2.
3.
4.
5.
Rounding
Compatible Numbers
Reasonableness
Grouping
Decimals (context of money
that estimate to whole dollar
•
Problem Solving (Rountine and
Non-Routine)
Real-World content
Methods to determine
solutions
1.
2.
1.
2.
3.
4.
3.
Tables
Charts
Lists
Searching for Patterns
Explain the method used to
solve a problem
ITEM SPECS for MA.3.A.4.1
BENCHMARK CLARIFICATION
What must students be able to do?
MA.3.A.4.1
•
Students may extend numeric or graphic
patterns beyond the next step, or find
one or more missing elements in a
numeric or graphic pattern.
•
Students will identify the rule for a pattern
or the relationship between numbers.
CONTENT LIMITS
MA.3.A.4.1
• Items may use numeric patterns, graphic
patterns, function tables, or graphs. (bar
graphs, picture graphs, or line plots only)
• Numeric patterns should be shown with 3 or
more elements.
• Graphic patterns should be shown with 3 or
more examples of the patterns repeated.
• Students should not be asked to extend the
patterns more than 3 steps beyond what is
given or to provide more than 3 missing
elements.
LLook for a
pattern or rule:
X5=
Rule:
Multiply by 5
X5=
X5=
X5=
45
Read each problem carefully and know
what’s being asked.
 Students need to find a rule for the pattern.
 Use the number pairs. Apply the pattern or
rule to each relationship and think of an
operation that will help find the missing
number.
 Students need to practice showing their
work to avoid simple mistakes.

Chairs Around a Table:
Students will:
• Identify and extend a linear pattern involving the
number of chairs that can be placed around a series
of square tables.
• Describe linear patterns using
words or symbols.
Materials:
• Pattern Blocks
(squares and triangles).

Using a context of chairs around square tables,
students will be exposed to different linear patterns in
this lesson. The patterns may vary slightly from situation
to situation, where the students are allowed to
determine a solution in multiple ways, in the end
leading to an intuitive understanding of perimeter.

At Pal-a-Table, a new restaurant in town, there are
24 square tables. One chair is placed on each side of
a table. How many customers can be seated at this
restaurant? Show an arrangement of one table with
four chairs. Draw a demonstration on the white board
or tech board. Or use pattern blocks or other
transparent manipulatives on the overhead projector.
Sample of 1 table with 4 chairs arrangement



When all students understand how chairs are
placed, ask, "If there were 24 tables in a room, how
many chairs would be needed?"
Have students make a table showing the pattern
and finding the rule. Depending on students’
understanding of multiplication, they may
immediately realize that the answer is 24 × 4 = 96.
Ask students to create a number
sentence that will help solve
for the missing number.
From the table, students should realize that the number of chairs
is equal to four times the number of tables. Alternatively, they might
recognize that each time a table is added, four chairs are added. This is a
good opportunity to reinforce the connection between multiplication and
repeated addition.
Teachers should ask students to explain their observations.
"What is the pattern? How can you find the number of chairs for any
number of tables?" [Multiply the number of tables by 4. If there are
24 tables, for instance, the number of chairs is 96. If there are n tables,
the number of chairs is 4n.]
ITEM SPECS for MA.3.A.6.1
BENCHMARK CLARIFICATION
What must students be able to do?
MA.3.A.6.1
•
Students can use the
following estimation
strategies when
representing, comparing,
and computing numbers
through the hundred
thousand:
Clustering
Reasonableness
Chunking
Using a reference
Unitizing
Benchmarks
Compatible
numbers
› Grouping
› Rounding
›
›
›
›
›
›
›





Numbers may be represented flexibly; for
example 947 can be thought of as 9
hundreds, 4 tens, and 7 ones; 94 tens and 7
ones; or 8 hundreds 14 tens and 7 ones
Items may include the inequality symbols( >,
<, =, =)
Items will not require the estimation strategy
to be named
Front-end estimation will not be an
acceptable estimation strategy
Decimals may be used in the context of
money that estimate to a whole dollar
Round to the
nearest
hundreds
place value.
2,000
1,000
2,000
+ 2,000
7,000
Always have students draw the place
value chart
 When writing in expanded form, add the
zeros after the place value
 Use the “Dip” chant
 Use the rounding wrap (for example: 4 or
less, let it rest. 5 or more raise the score)


In order for students to be successful with
addition and subtraction, they need a
firm comprehension of place value. In
this lesson, students extend their
understanding of place value to
numbers through hundred thousands.
Have the students pair up in twos. They can rotate and make
their own Egyptians numbers and guess the value.
Mental Math Strategies
for Addition
TOPIC II
Numbers through 100,000
Old Edition Next Generation Sunshine State Standards
Textbook (ONLY)
MACC.3.NBT.1.1, MACC.3.NBT.1.2, MACC.3.NBT.1.3,
MACC.OA.4.8
Infusing the NGSSS MA.3.A.6.1 and MA.3.A.6.2
TOPIC II Essential Content Includes:
•
Numbers
1.
2.
3.
4.
5.
6.
7.
•
Operations
1.
2.
•
Place Value
Read
Write
Compare
Order
Inequality symbols (<, >, =, =)
Real-World contexts
Addition
Subtraction
Estimation Strategies
1.
2.
3.
4.
5.
Rounding
Compatible Numbers
Reasonableness
Grouping
Decimals (context of money
that estimate to whole dollar
•
Problem Solving (Rountine and
Non-Routine)
Real-World content
Methods to determine
solutions
1.
2.
1.
2.
3.
4.
3.
Tables
Charts
Lists
Searching for Patterns
Explain the method used to
solve a problem
ITEM SPECS for MA.3.A.6.2
BENCHMARK CLARIFICATION
What must students be able to do?
MA.3.A.6.2
• Students will solve non-routine
problems in situations where tables,
charts, lists, and patterns could be
used to find the solutions.
CONTENT LIMITS
MA.3.A.6.2
• Items should require students to solve nonroutine problems and not align with the
clarifications of MA.3.A.4.1 (extending a
graphic pattern or identifying a simple
relationship [rule] for a pattern).
Charles
Erin
Gayle
3
(students circled)
2
(students circled)
Paco
Erin
Charles
Gayle
Paco
Gayle
Paco
Charles
Erin
Paco
Charles
Erin
Gayle
1
+0
6
(students circled)
(students circled)
different pairs of two
students can be made
Always have students draw a chart or
make an organized list
 Make sure students are using a strategy
that they understand and can
demonstrate and verbalize on their
conclusion.
 Students need to check if answer make
sense.

revise
Students may work in small groups
Example: A frog in a pit tries to go out. He
jumps 3 steps up and then slides 1 step
down. If the height of the pit is 21 steps,
how many jumps does the frog need to
make?
 Example: Show 5 different combinations of
US coins that total 53¢.
 Example: The 24 chairs in the classroom are
arranged in rows with the same number of
chairs in each row. List all of the possible
ways the chairs can be arranged.

Mathematical
Practices
Standards for Mathematical Practices
“The Standards for Mathematical Practice
are unique in that they describe how
teachers need to teach to ensure their
students become mathematically
proficient. We were purposeful in calling
them standards because then they won’t
be ignored.”
~ Bill McCallum
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
MP 6: Attend to precision
Mathematically proficient students can…
use clear definitions and mathematical
vocabulary to communicate their own
reasoning
careful about specifying units of measure and
labels to clarify the correspondence with
quantities in a problem
MP 7: Look for and make use of
structure
Mathematically proficient students can…
look closely to determine possible patterns
and structure (properties) within a problem
analyze patterns and apply them in
appropriate mathematical context

How did you see the practice being
implemented?
TOPIC III
Collect and Analyze Data
New Edition Common Core Textbook
MACC.3.MD.2.3, MACC.3.MD.2.4
Infusing the NGSSS MA.3.S.7.1
TOPIC III Essential Content Includes:
•
Picture Graph (Pictographs)
1.
2.
3.
4.
5.
6.
7.
8.
•
Sample size (No more than 200)
Parts of a graph
Keys (Scale of 1, 2, 5, 10)
•
Interpreting and comparing
information
Generating Questions
Colleting responses
•
Displaying data (interpret, create,
and explain)
Real-World / mathematical
contexts
Bar Graphs
1.
2.
3.
4.
5.
6.
7.
8.
•
Sample size (No more than 1,000)
Parts of a graph
Scale (units of 1, 2, 5, 10, 50, or
100)
Interpreting, create, and
comparing information
Generating questions
Collecting responses
Display data (interpret, create,
and explain)
Real-World / mathematical
contexts
Frequency Tables – Sample size (no
more than 200)
Line Plots – Sample size (no more than
200)
Problem Solving (Routine and NonRoutine)
1.
Real-World content
2.
Methods to determine solutions
1. Tables
2. Charts
3. Lists
4. Searching for Patterns
3.
Explain the method used to
solve a problem
ITEM SPECS for MA.3.S.7.1
BENCHMARK CLARIFICATION
What must students be able to do?
MA.3.S.7.1
•
Students will construct, analyze, and draw
conclusions from frequency tables, bar
graphs, picture graphs, and line plots.
•
Students will analyze data to supply missing
data in frequency tables, bar graphs,
picture graphs, and line plots.
CONTENT LIMITS
MA.3.S.7.1
Students may be required to choose the
most appropriate data from
observations, surveys, and/or
experiments
 Items may assess identifying parts of a
correct graph and recognizing the
appropriate scale
 The increments on the scale are limited
to units of 1, 2, 5, 10, 20, 25, 50, or 100

CONTENT LIMITS cont…
MA.3.S.7.1





Pictographs can use keys containing a
scale of 1, 2, 5 , 10
The data presented in graphs should
represent no more than five categories
The total sample size for bar graphs should
be no more than 1, 000
The total sample size should be no more
than 200 for frequency tables, pictographs,
and line plots.
Addition, subtraction, or multiplication of
whole numbers may be used within the
item.
Frequency
Table
Bar Graph
Show students how to
use process of
elimination. Since
there were 4 scones
sold, then we could
eliminate A and D.
And there are 8
brownies sold. Answer
choice B shows that.
8
4
Then we verify if Muffin
showed 2 sold and
Cookies shows 10 sold.
10
8
4
8
10
6
What does it look like?
Frequency
Table
Pictograph
Pay
attention to
the half
symbols.
Make a routine for
Extracting data
from a pictograph: students to write the
corresponding number
It is very
next to each activity.
IMPORTANT that
Have them write the total.
students read the
title first and then
the key so they
10
know what and
4
how many the
10
symbols represent.
4
5
10
In this case,
students will use a
frequency table to
match up the
correct
pictograph.
EXAMPLE:
*
2
10
5
8
10
What does it look like?
Students need to remember that
the numbers below the number line
are like the categories in a
pictograph or a bar graph. In a
line plot, these categories are
numerical. The number of X’s
above each number on the
number line tells how many times
this number or category occurs.
The most
X’s
Answer: C
Line plots may be
confusing to some
students. It is easy
to mix up the
numbers below the
number line and
the X’s above it.
MP 1: Make sense of problems
and persevere in solving them.
Mathematically proficient students can…
explain the meaning of the problem
monitor and evaluate their progress “Does
this make sense?”
use a variety of strategies to solve problems
MP 4: Model with mathematics.
Mathematically proficient students can…
apply mathematics to solve problems that
arise in everyday life
reflect on their attempt to solve problems and
make revisions to improve their model as
necessary

How did you see the practice being
implemented?

You could have the kids survey others in the class for
selected questions - do you have pets, favorite food, type
of ice cream etc. From the info collected, create a bar
graph. You could give the kids suggested topics but let
them pick their own questions.

You can also have them build individual graphs by rolling
dice. Make dice that fit with your theme. Give each
student a blank graph and let them label the columns (or
you can do this part). I use this at a center and the kids roll
a die and record the roll on the graph. This week we are
studying jobs that people do. I have a graph with pictures
of a doctor, police officer, firefighter, teacher, and a
postal worker. The die is labeled with these pictures also.
The students take turns rolling the die until everyone has
rolled and recorded 10 times on their own graph. They
should all different.

Model multiplication, including problems
presented in context: repeated addition,
multiplicative comparison, array, how
many combinations, measurement and
partitioning.
3 groups of 2
+
+
2
+
2
+
2
Combinations-Make a tree diagram to
show every combination
 Use the finger multiplication trick for 9s
and 6s-10s
 Circle key words to help indicate the
operation used.

Left Side of
Interactive
Student
Notebook (ISN)
How can exploring the
math and science
content and resources
help me to be an
effective teacher?
You can find this presentation in addition
to all curricular resources on our very own
ETO Collaboration Website
Please visit us at:
http://www.etomiami.com/
Build, Sustain, Accelerate