orange unified school district elementary mild-moderate sdc math training 2014-2015 march 16, 2014...
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ORANGE UNIFIED SCHOOL DISTRICTELEMENTARY MILD-MODERATE SDC
MATH TRAINING2014-2015
MARCH 16, 2014
KATHY LLOYD
MEANINGFUL APPLICATIONS TRANSFORMING HABITS
OUTCOMES
• ALIGNING MULTIPLE GRADE LEVEL “BIG IDEAS”
• CONCEPTUAL UNDERSTANDING/STEP 2
• STRATEGIES TO HELP STUDENTS DEVELOP NUMBER SENSE
•MATH ROTATION LAYOUT OPTIONS
ACCORDING TO THE NCTM STANDARDS NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS
: STUDENTS ARE MORE SUCCESSFUL IN MATH WHEN…
• UNDERSTAND THE SIZE OF NUMBERS,
• DEVELOP MULTIPLE WAYS OF THINKING ABOUT AND REPRESENTING NUMBERS,
• USE NUMBERS AS REFERENTS,
• AND DEVELOP ACCURATE PERCEPTIONS ABOUT THE EFFECTS OF OPERATIONS ON NUMBERS.” (P. 80)
NUMBER SENSE
DOMAINS CONNECTED TO NUMBER SENSE
• COUNTING AND CARDINALITY
• OPERATIONS AND ALGEBRAIC THINKING
• NUMBER AND OPERATIONS IN BASE TEN
• NUMBER AND OPERATIONS - FRACTIONS
ENVISION CONTENT FOCUS & COHERENCE: BIG IDEAS
NUMBER USES, CLASSIFICATION, AND REPRESENTATION• NUMBERS CAN BE USED FOR DIFFERENT PURPOSES, AND
NUMBERS CAN BE CLASSIFIED AND REPRESENTED IN DIFFERENT WAYS
BASIC FACTS AND ALGORITHMS• THERE IS MORE THAN ONE ALGORITHM FOR EACH OF THE
OPERATIONS WITH RATIONAL NUMBERS. SOME STRATEGIES FOR BASIC FACTS AND MOST ALGORITHMS FOR OPERATIONS WITH RATIONAL NUMBERS, BOTH MENTAL AND PAPER PENCIL, USE EQUIVALENCE TO TRANSFORM CALCULATIONS INTO SIMPLER ONES
NUMBER USES, CLASSIFICATION, AND REPRESENTATION ALIGNMENT
Grade TopicsK 1, 2, 3, 5 ,6
1st 3, 7, 8
2nd 5, 10
Grade Topics
3rd 1
4th 11
5th 1, 3, 9
6th 1, 6
BASIC FACTS AND ALGORITHMS ALIGNMENT
Grade Topics
K
1st 4, 5, 10, 11
2nd 2, 3, 6, 7, 8, 9, 10, 11, 14
Grade Topics3rd 2, 3, 6
4th 1, 4, 5, 6, 7, 8,10,12
5th 2, 3, 4, 5, 6, 7, 9, 11
6th 4, 5
STEP 2: DEVELOP THE CONCEPT: INTERACTIVE
1. Purpose & Connect = Engage & APK2. Problem = Student Directed Critical Thinking 3. Model = Discussion to Make Explicit.4. Extend = Deepen Understanding
This step is Problem-Based Interactive Learning to engage students in explorations of the key concepts of the lesson. It is broken in 4 parts.
Observe Mathematical Practices during PBL
Supports conceptual understanding, problem solving, procedural fluency and math discourse (rigor called for in CCSS ) that will help students be more successful
• FOR EACH INQUIRY, GIVE STUDENTS TIME TO DISCUSS WITH PARTNER. MONITOR AND FACILITATE STUDENT DISCUSSIONS. THIS IS A GREAT PLACE TO USE RESPONSE FRAMES.
THERE ARE _____ BIRDS IN THE NEST.
EACH ____ STANDS FOR _______ SO ______________.
I CAN CHECK BY __________
(YOU CAN MAKE THESE RESPONSE FRAMES FROM THE EXAMPLE ANSWERS)
ACADEMIC VOCABULARY & MODEL/DISCUSS TO MAKE EXPLICIT
Supports student ability to reason and explain understanding by engaging in math discourse using academic language
ONE WAY TO HELP STUDENTS DEVELOP NUMBER SENSE IS THROUGH NUMBER
TALKS.
A ten minute classroom conversation around purposefully crafted computation problems that students solve mentally
By sharing and defending their solutions and strategies, students are provided with opportunities to collectively reason about numbers while building connections to key conceptual ideas in mathematics.
GOALS FOR NUMBER TALKS
1. DEVELOPING NUMBER SENSE
2. DEVELOPING FLUENCY WITH SMALL NUMBERS
3. SUBITIZING
4. MAKING TENS
OBSERVATION QUESTIONS FOR THE KINDER CLIP
How does the teacher build student fluency with small numbers?
What questions does the teacher pose to build understanding?
LET’S ENGAGE
•TENS-FRAME ADDITION PROBLEM: 8 + 6
OBSERVATION QUESTIONS FOR THE 2ND GRADE CLIP
What questions does the teacher use to build understanding about decomposing and composing numbers?
What strategies are the students using to build meaning of the numbers?
NUMBER TALKS
WHAT I CAN USE:
• DOT IMAGES
• DOUBLES/NEAR DOUBLES
• MAKING TENS
• NUMBER SENTENCES
QUESTIONS I MAY HAVE:
• APPENDIX B: QUESTIONS AND ANSWERS
HOW CAN WE USE THESE MATERIALS FOR STUDENT CENTERED LEARNING?
SDC BALANCED INSTRUCTIONAL DESIGN
Teacher DirectedExplicit Direct Instruction
Student DirectedHands/Interactive Center
Step 2 Interactive
Learning
Number Talks Number
sense
KATHY LLOYD K-6 MATH INSTRUCTIONAL SPECIALIST ~ ORANGE UNIFIED SCHOOL DISTRICT
MEANINGFUL APPLICATIONS TRANSFORMING HABITS