Elementary Math Coaches/Contacts

Meeting

STEM & Instructional ResourcesBroward County Public Schools September 16, 2013

Elementary Math Updates

•Pacing Guides:

http://elementarymathematics.pds-hrd.wikispaces.net/home

•ThinkCentral

•Q & A

K – 5, Number and Operations in

Base Ten

K – 5 NBT: Overview (p. 2 – 4)

What is the importance of position in the Base-10 system?

What is the difference between a computation algorithm and a computation strategy?

How do the mathematical practices connect to NBT?

Consider the problem:

How would students in early grades, before learning the standard algorithm, solve this?

47 + 35

Kindergarten

MACC.K.NBT

Kindergarten: NBT Progression (p. 5)

What do Kindergarten students need to be able to do by the end of the grade?

What are some strategies suggested in the progression to accomplish mastery?

What are the common misconceptions mentioned in the progression?• What can be done to assist students?

What would be appropriate questions to ask students?

What would be appropriate questions to ask students?

1st Grade

MACC.1.NBT

MACC.1.NBT

1st Grade: NBT Progression (p. 6 - 7)

What do 1st Grade students need to be able to do by the end of the grade?

What are some strategies suggested in the progression to accomplish mastery?

What are the common misconceptions mentioned in the progression?• What can be done to assist students?

What would be appropriate questions to ask students?

What would be appropriate questions to ask students?

Consider the problem:

How would students in early grades, before learning the standard algorithm, solve this?

65 - 27

2nd Grade

MACC.2.NBT

MACC.2.NBT

2nd Grade: NBT Progression (p. 8 - 10)

What do 2nd Grade students need to be able to do by the end of the grade?

What are some strategies suggested in the progression to accomplish mastery?

What are the common misconceptions mentioned in the progression?• What can be done to assist students?

What would be appropriate questions to ask students?

What would be appropriate questions to ask students?

What would be appropriate questions to ask students?

Consider the problem:

How would students in early grades, before learning the standard algorithm, solve this?

158 - ? = 75

BLAST

Grade 1: NBT.1

Professional Development Modules: Clark County School

Time to explore content:

Inside Mathematics

Georgia DOE

Florida DOE

Learnzillion

Illustrative Mathematics

PARCC

K – 5, Number and Operations in

Base Ten

Consider the problem:

How would students in early grades, before learning the standard algorithm, solve this?

39 x 11

3rd Grade

MACC.3.NBT

3rd Grade: NBT Progression (p. 11)

What do 3rd Grade students need to be able to do by the end of the grade?

What are some strategies suggested in the progression to accomplish mastery?

What are the common misconceptions mentioned in the progression?• What can be done to assist students?

What would be appropriate questions to ask students?

What would be appropriate questions to ask students?

What would be appropriate questions to ask students?

Explain how when rounding to the nearest 100 the answer could be 0?

When rounding to the nearest tenth could the solution be a whole number? Why or why not?

How would a student in 3rd grade be expected to solve 178 + 225?

178 + 225

4th Grade

MACC.4.NBT

MACC.4.NBT

4th Grade: NBT Progression (p. 12 - 15)

What do 4th Grade students need to be able to do by the end of the grade?

What are some strategies suggested in the progression to accomplish mastery?

What are the common misconceptions mentioned in the progression?• What can be done to assist students?

Explain how to use the area model to multiply…to divide.

Explain how to use partial products to multiply.

What connections do these methods have to the standard algorithms?

Explain how to use partitioning to divide.

Consider the problems:

What are the answers to these problems? Why? How would you explain?

0 ÷ 5and 5 ÷ 0

What would be appropriate questions to ask students?

Consider the problem:

How would students in early grades, before learning the standard algorithm, solve this?

4 x 27

5th Grade

MACC.5.NBT

MACC.5.NBT

5th Grade: NBT Progression (p. 16 - 18)

What do 5th Grade students need to be able to do by the end of the grade?

What are some strategies suggested in the progression to accomplish mastery?

What are the common misconceptions mentioned in the progression?• What can be done to assist students?

Explain how to use partial quotients to divide.

Explain how fractions can help with multiplying decimals.

What connections do these methods have to the standard algorithms?

How does estimating assist in multiplying decimals?

What would be appropriate questions to ask students?

What would be appropriate questions to ask students?

What would be appropriate questions to ask students?

What would be appropriate questions to ask students?

Consider the problem:

How would students in early grades, before learning the standard algorithm, solve this?

188 ÷ 4

K – 5 NBT: Extending beyond Grade 5 (p. 19)

What are the fluency expectations for 6th grade?

Which standard in 5th grade assists with Scientific Notation in 8th grade?

How does multiplication of whole numbers relate to multiplying polynomials?•What is a polynomial?

BLAST

Grade 3: NBT.1-3

Professional Development Modules: Clark County School

Time to explore content:

Inside Mathematics

Georgia DOE

Florida DOE

Learnzillion

Illustrative Mathematics

PARCC