math morning third grade 10/30/13. welcome to math morning, the third grade edition! agenda ...

Math Morning Third Grade 10/30/13

Welcome to Math Morning, the third grade edition!

AgendaProvide a sense of how we teach math

Quick sample of one of the kids’ daily math routines

What is TERC Investigations? What is EngageNY?Offer insight into the Common Core State

Standards for third gradeGuide you through a sample math workshopGive some guidance about how best to help your

child with his/her math work at home

How We Teach Math: Daily Routines

Emphasize math routines that build an understanding of the composition of numbers

Number of the Day routine Find the ways to make equal groups with 36 Share thinking with the group

Enables kids to see how others thought about the problem

Requires kids to verbalize their math thinking Deepens understanding by way of teaching


Purpose of this daily routine


Kids develop an understanding that numbers have parts They’re literally building and taking apart

numbers


Enables various access points to the same materialStruggling kids are always able to see equal groups of 1

or 1 large group of __Higher kids can start to think about fractions (e.g. how

many 1/2s are in 36? 1/4s?)


Fosters awareness of repetition within our number systeme.g. all even numbers can be split into two equal

groups


Pushes kids’ understanding of factors, multiples, and the relationship between multiplication and division

How We Teach Math: TERC Investigations

Constructivist approachSupport students as they make sense of math and learn

that they can be mathematical thinkersEmphasis is not on one teacher-directed strategy or

algorithm that students must then adopt “Investigations takes seriously the time students

need to develop a strong conceptual foundation and skills based on that foundation.” (investigations.terc.edu)

This approach is essential for building confidence, flexibility, and conceptual understanding Kids will see algorithms in later years; must have

conceptual foundation in order to understand these more traditional methods

How We Teach Math: EngageNY

Created by NYSED in response to new Common Core State Standards

More focus on direct instruction with student practice

Emphasis on fluency with basic facts and core skills

Common Core State Standards (CCSS)


Not a panic-button situation at PS 29TERC released CCSS-aligned supplemental

materials more than two years agoTeachers have been working with staff developers

and each other to revamp units and ratchet up curriculum within and across grades for more than two years

The fuss about rigorThird-grade standards are more demanding

We’ve been preparing the kids for that shift across grades

The actual standards


Operations and Algebraic Thinking

Represent and solve problems involving multiplication and division

Understand properties of multiplication and the relationship between multiplication and division

Multiply and divide within 100

Solve problems involving the four operations, and identify and explain patterns in arithmetic

Number and Operations in Base Ten

Use place value understanding and properties of operations to perform multi-digit arithmetic

Number and Operations – Fractions

Develop understanding of fractions as numbers

Measurement and Data

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects

Represent and interpret data.

Geometric measurement: understand concepts of area and relate area to multiplication and to addition

Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures

Geometry

Reason with shapes and their attributes


Full content of the standards http://www.corestandards.org/Math/Content/3/introduction

Use navigational links on the left of the screen

Standards unpacked with examples and explanationshttp://www.ncpublicschools.org/docs/acre/standards/

common-core-tools/unpacking/math/3rd.pdf

Standards and New York curriculum http://www.engageny.org/

Sample Math Workshop

Remember the work we did earlier? Equal groups with 36

Time to bake some factor cake Helps us to see all the ways to divide 36

into equal groups

Each layer of cake shows a different way to divide 36 into equal groups Let’s do a few layers together


Factor Cake for 36

36

36

18 18

12 12 12

9 9 9 9

6 6 6 6 6 6

4 4 4 4 4 4 4 4 4

3 3 3 3 3 3 3 3 3 3 3 3

2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1



I have 12 bags. There are 3 apples in each bag. How many apples do I have in all? Which layer of factor cake helps you to see this

story problem?The work’s already been done! How can we

write an equation to represent this story problem?

Sample Math WorkshopI have 12 bags. There are 3 apples in each

bag. How many apples do I have in all? Which layer of factor cake helps you to see this



36

18 18

12 12 12

9 9 9 9

6 6 6 6 6 6

4 4 4 4 4 4 4 4 4

3 3 3 3 3 3 3 3 3 3 3 3

2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1


I have 12 bags. There are 3 apples in each bag. How many apples do I have in all? Which layer of factor cake helps you to see this



12 x 3 = ?12 x 3 = 36


There are 36 markers packed 4 to a box. How many boxes are needed to hold all the markers?Which layer of factor cake helps you to see this

story problem?How can we write an equation to represent this

story problem?

Sample Math WorkshopThere are 36 markers packed 4 to a box. How

many boxes are needed to hold all the markers?Which layer of factor cake helps you to see this


story problem?

36

18 18

12 12 12

9 9 9 9

6 6 6 6 6 6

4 4 4 4 4 4 4 4 4

3 3 3 3 3 3 3 3 3 3 3 3

2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1


There are 36 markers packed 4 to a box. How many boxes are needed to hold all the markers?Which layer of factor cake helps you to see this


story problem?

36÷ ? = 436÷9 = 4


You have 36 inches of string which you will cut into 6 equal pieces. How long will each piece of string be?Which layer of factor cake helps you to see this


story problem?

Sample Math WorkshopYou have 36 inches of string which you will

cut into 6 equal pieces. How long will each piece of string be?Which layer of factor cake helps you to see this


story problem?

36

18 18

12 12 12

9 9 9 9

6 6 6 6 6 6

4 4 4 4 4 4 4 4 4

3 3 3 3 3 3 3 3 3 3 3 3

2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1


You have 36 inches of string which you will cut into 6 equal pieces. How long will each piece of string be?Which layer of factor cake helps you to see this


story problem?36÷6 = ?36÷6 = 6

Sample Math WorkshopI have 12 bags. There are 3 apples in each bag. How many

apples do I have in all? Which layer of factor cake helps you to see this story problem?How can we write an equation to represent this story

problem?

There are 36 markers packed 4 to a box. How many boxes are needed to hold all the markers?Which layer of factor cake helps you to see this story problem?How can we write an equation to represent this story

problem?

You have 36 inches of string. You cut the string into 6 equal pieces. How long is each piece of string?Which layer of factor cake helps you to see this story problem?How can we write an equation to represent this story

problem?

Sample Math WorkshopUnpacking the activity

Deepening an understanding of the relationship between multiplication and division

Allowing multiple access points for different learnersDeveloping fluency with factors of 36

How You Can Support Your Child’s Math Work

Recognize that developing a deep understanding of the concepts we are studying takes time, and each child develops at his/her own pace

Help your child persevere when a problem is challenging. Some questions you can ask:

Have you ever seen a problem like this before? What do you think the problem is asking you to do?

What information do you have? What information are you missing? Can you make a model, a picture, a diagram, or an equation to help you

understand what is happening in the problem? What tools and strategies do you already know that could help you with this?

Share your own mathematical methods with your child, but also allow him/her to share his/her methods; help make connections between the two approaches

Encourage your child to give homework his/her best effort, but recognize when your child has reached his/her limit. Fifteen minutes of solid, independent work-time is a good guideline!

If your child is looking for a challenge, feel free to create problems based on the homework problems, or check engageny.org for more ideas. Additionally, kids know how to ratchet up the level of difficulty on problems like those given in class

How You Can Support Your Child’s Math Work

(continued) Encourage speed and automaticity with basic facts (addition, subtraction, and

multiplication)

Practice telling time

Work with money and ask your child to make change

math morning third grade 10/30/13. welcome to math morning, the third grade edition! agenda ...

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