Transcript Intermediate Math and Science - Miami

Set 3 Goals for this school year
Write 2 actions that will
assist you in meeting your
goals
Write 1
challenge that you
may
Encounter
DATE: July 30, 2012
BELL RINGER: Introductions:
Vocabulary: Pacing guide, Skill Sheets,
Journal Entries , Common Core
3 – 2 - 1 Activity
BENCHMARK: Math Resources
AGENDA:
and Content.
Objective: Today we will
explore the math content,
review the resources now
available and share best
practices to teach the content
effectively.
ESSENTIAL QUESTION: How
can exploring the math
content and resources help
me to be an effective teacher?
I Do:
•Review focus group materials
We Do:
•Math Content Training For Topic 1, 2, and 3
They Do:
•Map out how you’re going to teach the
beginning of the year concepts.
You Do:
•Processing Time: Answer the essential
question
•Homework Instruction
Exit Slip:
•Revisit Essential
Question
How can exploring the
math content and
resources help me to be
an effective teacher?
Pacing Guide with Lesson breakdown
 Grade Level Skills Sheets
 SAT-10 Dailies
 Calendar Math Suggestions

•
GO MATH will now consist of all
COMMON CORE
•
You will not have to print
additional On Core Lessons on
the Thinkcentral website.
•
New Dashboard for ThinkCentral

Go Math textbooks are all correlated to
Common Core.

Schools will receive updated Common
Core Teacher’s Editions
Redone by Standard
 The same benchmark all week
 Easier to use

Calendar Math is a time when students do
the same routine every day in order to work
on basic math skills
 Many SAT-10 skills can be taught through
Calendar Math
 Sample Calendar Math Ideas:

›
›
›
›
›
›
100 Days of School Countdown/ Count up
Calendar
Place Value Chart
Time
Money
Graphing
The content standards have three levels of organization.
The standards define what students should understand and
be able to do. These standards are organized into clusters of
related standards to emphasize mathematical connections.
Finally, domains represent larger groups of related
standards.
TOPIC I: Numbers Concepts, Place Value, and
Counting Patterns
New Edition Common Core Textbook
MACC.2.NBT.1.2; MACC.2.NBT.1.3;
MACC.2.OA.3.3
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 3:Construct viable arguments
and critique the reasoning of others
Mathematically proficient students can…
make a mathematical statement (conjecture) and
justify it
listen, compare, and critique conjectures and
statements
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
A. Developing Understanding of Place Value
and the Numeration System of Numbers to 99:
1. Naming numbers in verbal and written form
2. Representing numbers using concrete
models
3. Writing numbers
a. expanded form
b. standard form
c. word form
B. Developing an Understanding of Odd and
Even Numbers:
1. Verbally naming and writing odd/even
numbers up to 99
2. Representing
a. concrete models
b. pictorial models
3. Identifying odd and even numbers in a group
4. Explaining why a number is odd/even
C. Developing an Understanding of Problem
Solving Involving:
1. Counting forward and backward by 10s
2. Skip counting
3. Using logical reasoning to solve problems
Let’s Watch one together!
•Found
on Thinkcentral.com Under Resources
•Segment 2
How did you see the practice being
implemented
 How would this look in 2nd Grade?
 What are some benefits by viewing the
Podcasts?


During the first 3 topics you will be
teaching place value starting with the
› Ones and tens for Topic 1
› Ones, Tens, and Hundreds for Topic 2
› Ones, Tens, Hundreds, and Thousands for
Topic 3
Classify numbers up to 20 as even or odd
 Write equations with equal addends to
represent even numbers (e.g. 10=5+5).
 Use place value to describe the values
of digits in 2-digit numbers.
 Read and write two digit numbers using
expanded form, word form, and
standard form.
 Identify the position of a digit in a twodigit number and name its value

Review Teaching for Depth at the Beginning of
Each Chapter
It also gives you strategies to
teach the content in the
lesson.
Have the students
make circles around two
counters. If there are no
counters left, the number is
EVEN.
If there is one counter
left alone, it is
ODD.
MANIPULATIVES, MANIPULATIVES, MANIPULATIVES!
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Apply place value concepts to find equivalent
representations of numbers.
Apply place-value concepts to write 2-digit
numbers that are represented by pictorial
models.
Solve problems by finding different
combinations of tens and ones to represent 2digit numbers using the strategy find a pattern.
Extend counting sequences within 100,
counting by 1’s, 5’s, and 10’s.
Extend counting sequences within 1,000,
counting by 1’s, 5’s, 10’s, and 100’s.
5 2
ALWAYS teach vocabulary and USE IT during your instruction.
 Students also should be using this vocabulary in their verbal
explanations and writing.
 Place vocabulary on a Math Word Wall, so students can
refer to it for the spelling.

28 = twenty-eight, 100 = hundred, 68= sixty-eight,
1,000 = thousand
Students will be required to count by
1s, 5, 10s, and 100s up to 1000.
Be sure to use charts that go up to
1000.
Collaborative Strategy- Numbered Heads
1. Each individual will receive a popsicle stick with a
number.
2. Everyone with the same number will group as a
pair to work on an a computation problem and a
word problem.
3. At this time choose who will be the:
A. Teacher
B. Student
4. Teachers please explicitly teach the concept and
incorporate the following in your lesson:
A. Problem Solving Strategy
B. Address Common Errors
#1
#2
84
84
8
80
4
4
TOPIC II:
Number Sense in Place Value and
Number Patterns with 3-Digit Numbers
New Edition Common Core Textbook
MACC.2.NBT.1.1a; MACC.2.NBT.1.1b;
MACC.2.NBT.1.3; MACC.2.NBT.1.4;
MACC.2.NBT.2.8
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
MP 8 : Look for and express
regularity in repeated reasoning
Mathematically proficient students can…
notice repeating calculations and look for efficient
methods/ representations to solve a problem
evaluate the reasonableness of their results throughout
the problem solving process.
A. Developing Understanding of Place
Value and the Numeration System of
Numbers to 1000:
1. Naming numbers in verbal and written
form
2. Representing numbers using concrete
models
3. Writing numbers
a. expanded form
b. standard form
c. word form
4. Identifying how tens are grouped as
hundreds
a. 100 can be thought of as a bundle
of ten tens- called a ‘hundred”
b. The numbers 100, 200, 300, 500,
600, 700, 800, 900, refer to one , two
, three, four, five , six, seven, eight,
or nine hundred ( and 0 tens and 0
ones)
B. Developing an Understanding of
Problem Solving Involving Number
Patterns:
1. Counting forward and backward
by 10s and 100s
2. Using a variety of units to skip
count
 Using logical reasoning to solve
problems.
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Understand that 10 rods (tens) are
equivalent to 1 hundred (flat).
Write 3-digit numbers that are represented
by groups of tens.
Use concrete and pictorial models to
represent 3-digit numbers.
Apply place value concepts to write 3-digit
numbers represented by pictorial models.
Use place value to describe the value of
digits in numbers to 1,000.
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
Read and write 3-digit numbers in word form
(number name), expanded form and standard
form.
Identify 10 more, 10 less, 100 more, or 100 less
than any given number.
Compare three-digit numbers using the symbols
(>, <, and =).
Apply place value concepts to find equivalent
representation of numbers.
Extend number patterns by counting on by tens
or hundreds.
Solve problems involving number comparisons
by using the strategy make a model.

Use Base ten blocks for concrete
understanding

Place Value Chart

Place Value-CC.M.2.NBT.1
• MACC.2.NBT.1.3
Read and write numbers to 1000
using base-ten numerals,
number names, and expanded
form.
Move from concrete to pictorial.
 Show the students how to QUICKLY draw
the base-ten blocks.

= 256

Correlate using expanded form, baseten blocks and a place value chart
together.

Always have students draw the place
value chart

When writing in expanded form, add the
zeros after the place value

Cross out to count
back

Draw more to add
on
Collaborative Strategy- Numbered Heads
1. Each individual will receive a popsicle stick with a
number.
2. Everyone with the same number will group as a
pair to work on an a computation problem and a
word problem.
3. At this time choose who will be the:
A. Teacher
B. Student
4. Teachers please explicitly teach the concept and
incorporate the following in your lesson:
A. Problem Solving Strategy
B. Address Common Errors
TOPIC III: Addition and Subtraction;
Facts and Relationships
New Edition Common Core Textbook
MACC.2.OA.1.1; MACC.2.OA.2.2;
MACC.2.OA.3.4
MP 3:Construct viable arguments
and critique the reasoning of others
Mathematically proficient students can…
make a mathematical statement (conjecture) and
justify it
listen, compare, and critique conjectures and
statements
MP 8 : Look for and express
regularity in repeated reasoning
Mathematically proficient students can…
notice repeating calculations and look for efficient
methods/ representations to solve a problem
evaluate the reasonableness of their results throughout
the problem solving process.
A.
Fluency with Basic
Addition and Subtraction
facts Using Numbers
Within Twenty
1. Reviewing subtracting basic
facts
2. Fact family (order property)
3. Identifying missing addends
in addition and subtraction
B.
Solving problems that
Involve Repeated Addition
1. Modeling equal groups and
use repeated addition
sentences to find how many in
all
2. Providing real-world
situations and have students
find a pattern to solve
problems and explain
reasoning (ex. 6 students =
how many pairs of shoes?
Why?

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
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Use doubles facts as a strategy for finding
sums for near double facts.
Recall sums for basic facts using properties
and strategies.
Recall sums for addition facts using make a
ten strategy.
Find sums of three addends by applying
the Commutative and Associative
Properties of Addition.
Use the inverse relationship of addition
and subtraction to recall basic facts.
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Recall differences for basic facts using mental
strategies.
Find differences on a number line to develop
the mental strategy of decomposing to simplify
facts.
Use bar models to represent a variety of addition
and subtraction situations.
Write equations to represent and solve a variety
of addition and subtraction situations.
Solve problems involving equal groups using the
strategy act it out.
Write equations using repeated addition to find
the total number of objects in arrays.

Break apart to make a ten

This begins to show students the inverse
operation and fact families.
The number line
ends at 17.
The equation will start with the number where the
blue line ends ( 17). Count how many numbers from
that number to ten ( 7).
17 -10 = 7 or 17 – 7 = 10
Circle the
numbers from
10 to the end of
the number
line.
Teach the students
to break apart the
subtrahend ( the second or
bottom number) into a
compatible number that can
be subtracted to make
10.
????
Collaborative Strategy- Numbered Heads
1. Each individual will receive a popsicle stick with a
number.
2. Everyone with the same number will group as a
pair to work on an a computation problem and a
word problem.
3. At this time choose who will be the:
A. Teacher
B. Student
4. Teachers please explicitly teach the concept and
incorporate the following in your lesson:
A. Problem Solving Strategy
B. Address Common Errors
How can exploring the
math content and
resources help me to be
a more 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.eto.dadeschools.net
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