lt rss pcl class chronicle 1007

7/31/2019 Lt Rss Pcl Class Chronicle 1007

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eaching the math TEKS in their entirety is an extremelymportant task at every grade level to ensure successn the TAKS test. This includes providing instruction the student expectations in conjunction with a solidnderstanding o the Knowledge and Skills Statement.ocusing exclusively on student objectives will notrovide them the experience they will need to beuccessul on TAKS.

trategically plan your mathematics lessons and TAKS

practice using a mathematics TEKS correlation. The TexasEducation Agency has developed a K12 MathematicsGuide that has been printed and distributed by theCharles A. Dana Center in Austin. I you need a revisedmathematics TEKS handbook, please visit The DanaMathematics Toolkit website at:

http://www.utdanacenter.org/mathtoolkit/

ContentsFeature Article .........................................

Texs TAKS Tips.........................................

Contest Corner ........................................

Math Mania..............................................

Math at Home .........................................

Publishers Products and Proles ....

Harcourt Heroes .....................................

Upcoming Events ...................................Harcourt Helpers ....................................

couple o years ago I was assigned to do aorkshop or math supervisors, and the person in

arge had orgotten to bring the manipulatives I hadquested. Originally I panicked, thinking, what would

o or 4 hours when I had been asked to cover ourath strands and vertically align grades 36. Looking

ound the empty room, I saw a ball o string andgan cutting it into yard-length pieces. That piece orn served as my only manipulative as we explored

e mathematical strands o Geometry, Measurement,umber Operations, specically ractions and

tterns. At the end o the workshop an assistantperintendent said to my surprise, that was the

st math workshop I have ever attended! From thatoment on, my view o manipulatives had changed.

ne o my avorite manipulatives today is theudents themselves. Oten times, teachers eel that

ey do not have the materials they need to providee instruction they would like in mathematics. We all

ow the importance o manipulatives or the urthervelopment o conceptual understanding but do wemember to think outside the box?

you teach students about concepts such as arrays,nsider having students line up or lunch in a 3 by

array. Once students are able to do this, you will bele to physically discuss other concepts such as area

d perimeter by simply having the students count to represent area or count around the outsidege to represent the perimeter o an array.

is is a wonderul way to provide ongoingsessment o previously-taught content. Keep in

mind that research tells us that the deepest typeso learning occur when learners have the time to

engage in increasingly more sophisticated layers oinvestigations and explanations o content. Each layerbrings new insights and new learning or the students

to consider. Allowing students the opportunity todiscuss and rearrange themselves to create new

arrays using the same number o students helpsthem to develop fexibility in thinking and to compare

concepts o area and perimeter. As a teacher you cangenerate a list o questions like the ones below to ask

students as they work to share their understanding othese concepts.

1. As you worked to orm a 3 by 6 array, what

were some o the challenges you aced? Possibleresponses: Should we make 3 rows and 6 columns

or should we make 6 rows and 3 columns? Is therea dierence?

2. How did the area change as you made new arrays?(i.e., 2 by 9, 1 by 18) The area does not change.

3. How is the perimeter aected as you change thearray?

O course, Harcourt will provide you with a multitudeo ideas and opportunities or Hands-On instruction

in our new programs, but in the meantime, as youwait on the arrival o your new program, I encourage

each o you to share one idea with a colleague o howto use the students as manipulatives when teachingyour next mathematics concept! Creativity is a git

that I believe all teachers possess. We tend to orgetall o the natural resources we have on hand.

See you next month!

Susan Wright

Texas Harcourt Sales Representative

Manipulativesare Everywhere!

TAKS

TexsTAKSTips

CLASSROOM

volume 3 ISSue 2 october 2007

ContestCorner

Try YOUR hand at this

challenging word puzzle! F

your answers to Veda Panno

at 1.800.277.4707 by Octo30th, 2007. The frst 50

winners will receive a Harco

Pedometer! So, get your

answers in soon!

HIDDEN NUMBEREach o the ollowing sentences

at least one hidden Arabic num

Circle as many as you can f

Chronicle

1. I love my computerwhen it wor

2. Beth reeked o smoke ater sittinthe campfre.

3. My mother likes to weigh tomaton every scale in the store.

4. Annie was even early or school week!

5. We can stu our dirty backpacksyour tent.

6. We like the mirrored maze room the un park.


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Math

Mania!A Hands-on LearningExperience!

Getting Connected to Learning

re was an American teacher and journalist,ah Webster, whose name becameonymous with the word dictionary atercollection o the rst American dictionaries

the English language. His birthday isebrated in the month o October on the 16ththe month. In recognition o his birthdayd the great resource he provided, have

dents have un with words and languageile also exploring math and algebra.

guage of Math Activity Suggestions:

Counting on Words

Provide each pair or small group o studentswith vocabulary cards rom your unit(s)o study, have them use these cards tocategorize by number o syllables, numbero letters in the word(s). Then have themadd words together by either the numbero syllables or number o letters.

The Value o Words

Display a chart like the one below, andhave students work to determine a valueor each o their words based on the chart.Depending on your current unit o study,you can tailor the chart to your needs.

A = 1 B = 2 C = 3 D = 4E = 5 F = 6 G = 7 H = 8

I = 9 J = 10 K = 11 L = 12

. . .and so on!

Cross-Intersecting Words

Provide students with letter cards like theones below, have them determine howmany words they can create using thesecards. Some students may generate animmediate answer, but have them showhow they came to this number. Youcan have them use intersecting lines toshow how the various combinations canbe reached. It is ne i the words arenonsensical, actually this sometimes makesthings more un or the kids!

As educators, we orm a special partnership withparents as we work together to ensure eachchild develops a strong mathematics oundation.A students development o basic mathematicsconcepts is a very important component o his/her elementary education. The MATH-AT-HOMECorner eatures suggestions and ideas or mathactivities or parents/guardians to try at homewith their children. Please eel ree to duplicatethis section o our newsletter and distributecopies to your students parents/guardians asyou encourage them to play an active role intheir childs mathematics education. We hopeyou, your students, and your parents enjoy

doing math at home!

How much food should we make?

Ask your children to help you gure out howmuch ood is needed or a meal, a picnic lunch,or a party. Theyll practice counting, adding, ormultiplying.

How many sandwiches do we need i eachadult eats two, Alicia eats hal, and the

other children eat one? (PreK2) We need enough soup or three meals. Will

we have enough i we double this recipe?What i we triple it? (Grades 26)

What do we need for this recipe?

Involve your children in reading and adjustingrecipes as you prepare meals. This work involvesmeasurement, ractions, volume, and ratios.

Can you measure out exactly three-ourthso a cup o four? (PreK2)

Im going to make one-third o this recipeor carrot soufe. The recipe requires twelvecarrots. How many carrots do we need or

one-third o the recipe? (Grades 24)

For this punch mix, we need two ounces olemon juice per cup o Kool-Aid. How muclemon juice will we need i we use a gallonKool-Aid? Can you nd a container that ha gallon? (Grades 36)

Whats fair?

Brothers and sisters oten argue over a air

division or share o avorite oods. Encouragthem to develop their own solutions andtake advantage o this argument to exploreractions and division! For ood that comes ismall pieces, children practice with countingarithmetic, or ractions. For ood that comespans or large pieces, children work with shapand area.

How can we divide these grapes airlyamong three children? (Pre-K4)

Whats the airest way to share these threebrownies among the our o us? (Grades 2

Dear Teachers,

Welcome to the Math-At-Home Corner!

s, b, w ill, it, in, ee


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Jennifer Psencik has been teaching in Wichita Falls ISD for 6 1/2 yeShe began her career at Washington Jackson Math Science Center,and currently she is teaching 3rd grade math and science at FainElementary. She has been using the Harcourt science text ever sincshe started teaching science several years ago. Jennifer says, The l

go right with the material in the book, and they are easy to follow.The best part is, the kids love them!

f youre looking to boost your Science scores, Harcourt has the solution for you with our new Corecience Intervention (CSI)! This supplemental program includes Earth and Physical Science Leveledeaders and Teacher Guides, assessment practice with Keys to TAKS Success: Reading, Writing, andcience, an Inquiry Tool Kit, Science Up Close and Enrichment Activities CD, and most important: CSIesson Plans. These provide structured lessons, correlated to grade level TEKS to help teachers customhe program for after-school tutorials or to enhance their core science program. For more info, pleaseontact your area sales rep.

Publishers Productsand Profiles

PROFESSIONAL

DEVELOPMENTFOR

MathHarcourt School Publishers has the perect solution topromote the proessional growth o teachers with convenient,economical, and cost-saving tools.

Proessional Development or Math Series contains content-

specifc training and instructional materials that are perect ora train-the-trainer model!

Aligned to NCTM standards and TEKS

Fulflls requirements or PDAS

Comprehensive kits include video, trainer guide, manipulatives,transparencies, participant guide

Podcast Videos tied to HSP eMath lessons


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Upcoming Eventsor OctoberOct. 36 TABE - Assn Bilingual Education

San Antonio, TX

Oct. 56 KToT - Kinder Teachers o TX

Houston, TX

Oct. 8 Diocese o AustinTemple, TX

Oct. 1113 TAEYC - Education Young ChildrenFt. Worth, TX

Oct. 13 Austin Area Council Teachers o MathematicsAustin, TX

Oct. 1516 TASCD - Texas Assn Supervision andCurriculum DevelopmentFt. Worth, TX

Kathryn Traves has been with Harcourt or a yearand hal as the West Texas Sales Rep and residesin Amarillo. Beore working or Harcourt, Kathryntaught or 10 years in Wichita Falls, Denton,Amarillo, and Canyon. She attended both TexasTech University and Midwestern State University.Kathryn says, The people out here in West Texasare extremely riendly and genuine. I really enjoyserving them. Kathryn was born and reared inyou guessed itWest Texas!

Texas Sales FoSales Manager

Yolanda Cortez

Texas Representatives Jackie Amos

Mary Brown

Jennier Burchard

Brady Busby

Jennier Eason

Gloria Escamilla

Robert Flores

Karen Szeryk

Kathryn Traves

Susan Wright

Consultant ManagerKaren LaCroix

Texas Educational Consult Sharman Admire Pablo Perez

Michelle Cardona Brian Pollac

Tracie Carr Rochelle W

Wally Day

Graciela Farias

Marilu Garza

Latrenda Knighten

Mindy Moran

lt rss pcl class chronicle 1007

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