Intermediate Math and Science

INTERMEDIATE MATHResources and Building Content Knowledge

Education Transformation Office

1Common Board Configuration (CBC)

Exit Slip:Revisit Essential Question

AGENDA:

I Do:Review focus group materials

We Do:Teach One/Learn One Activity Math Content Training

They Do:Map out how youre going to teach the beginning of the year concepts.You Do:Processing Time: Answer the essential questionHomework Instruction

Vocabulary: Pacing guide, Skills Sheets, Journal Entries , Scope and Sequence, Rubric, Essential Labs, NGSSS, Item SpecsESSENTIAL QUESTION: How can exploring the math content and resources help me to be an effective teacher?Objective: Today we will explore the math content and review resources to help implement best practices to teach the content effectively.BENCHMARK: Math Resources and Content.

BELL RINGER:

DATE: August , 2013 Introductions: 3 2 - 1 Activity

3-2-13ESSENTIAL QUESTION:How can exploring the math content and resources help me to be an effective teacher?

Whats New and Continuing with ETO Elementary Math?2013-2014 School Year

8/11/2013 11:58 PM 2007 Microsoft Corporation. All rights reserved. Microsoft, Windows, Windows Vista and other product names are or may be registered trademarks and/or trademarks in the U.S. and/or other countries.The information herein is for informational purposes only and represents the current view of Microsoft Corporation as of the date of this presentation. Because Microsoft must respond to changing market conditions, it should not be interpreted to be a commitment on the part of Microsoft, and Microsoft cannot guarantee the accuracy of any information provided after the date of this presentation. MICROSOFT MAKES NO WARRANTIES, EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS PRESENTATION.

5Full implementation of Common Core in the GO Math series.Reflex math- Computer program for fluencyNew Teacher Lead Center (TLC) packetsNewly created bellringers by benchmark infusing basic skills for practice New Think Central dash boardsiReady

Whats NEW???GO MATH 3rd Grade Old vs. New

GO MATH / ThinkCentral.comGo Math textbooks are all correlated to Common Core.Schools will receive updated Common Core Teachers EditionsYou will continue to have access to the Old GO MATH with the NGSSS through thinkcentral.comGO MATH Technology Correlations

Math Focus Group Created MaterialsPacing Guide RevisionsSkills SheetsIndependent Centers BinderJournal EntriesSuccess Academy Lessons

Pacing Guide RevisionsNew Common Core Pacing GuidesNGSSS Blended CurriculumNew NBC Learn Video LinksLesson Combination Suggestions

Skills Sheets-Teacher Edition

Skills Sheets-Student Friendly

Independent Centers Binder

This binder has ideas and Activities for the Independent Center. The math Coach has this binder.14TEACH ONE, LEARN ONE

TEACH ONE, LEARN ONEUse your popsicle stick to determine which group you are in. Everyone will all be in groups of three. Every 3 minute segment, one person will be the teacher, another person will be the student, and one could be the observer.The teacher will teach the student a lesson on any preferred subject. The student will take notes. The observer will watch the behaviors. After three minutes you will switch roles. Continue to rotate until you have been all three roles.

Instructions of Collaborative StrategyTEACH ONE, LEARN ONEWhat to do?

Wait until youre told to begin. Once you get a signal to begin, you will write a response to a question for two minutes non-stop onto a sheet of paper.

TEACH ONE, LEARN ONEWhat is Teaching?(Two Minutes)

TEACH ONE, LEARN ONEWhat is Learning?(Two Minutes)

TEACH ONE, LEARN ONENow, discuss your answers with a shoulder partner.

You can revisit your two answers. Has your answer changed from the two question? If so, take two minutes to reflect and change your answer.

DIGGING DEEPER INTO THE MATH CONTENT 3rd Grade

TOPIC IAddition and Subtraction within 1,000

DIGGING DEEPER INTO THE MATH CONTENT 3rd GradeTOPIC I

Addition and Subtraction within 1,000

New Edition Common Core TextbookMACC.3.NBT.1.1, MACC.3.NBT.1.2, MACC.3.OA.4.8, Infusing the NGSSS MA.3.A.6.1 and MA.3.A.4.1NumbersPlace ValueReadWriteCompareOrderInequalities symbols (, =, =)Real-World contexts

OperationsAdditionSubtraction

Estimation StrategiesRounding Compatible NumbersReasonablenessGrouping Decimals (context of money that estimate to whole dollar

Problem Solving (Rountine and Non-Routine)Real-World content Methods to determine solutionsTablesChartsListsSearching for PatternsExplain the method used to solve a problem

TOPIC I ESSENTIAL CONTENT INCLUDES:Item Specs

Algebra

Number, Operations, & Statistics

ITEM SPECS for MA.3.A.4.1

Students may extend numeric or graphic patterns beyond the next step, or find one or more missing elements in a numeric or graphic pattern.

Students will identify the rule for a pattern or the relationship between numbers.BENCHMARK CLARIFICATIONWhat must students be able to do?MA.3.A.4.1

CONTENT LIMITSMA.3.A.4.1

Items may use numeric patterns, graphic patterns, function tables, or graphs. (bar graphs, picture graphs, or line plots only)Numeric patterns should be shown with 3 or more elements. Graphic patterns should be shown with 3 or more examples of the patterns repeated. Students should not be asked to extend the patterns more than 3 steps beyond what is given or to provide more than 3 missing elements.

What does it look like?MA.3.A.4.1

What does it look like?MA.3.A.4.1

LLook for a pattern or rule:Rule: Multiply by 5X 5 =X 5 =X 5 =X 5 =45What are good strategies? MA.3.A.4.1Read each problem carefully and know whats being asked.Students need to find a rule for the pattern.Use the number pairs. Apply the pattern or rule to each relationship and think of an operation that will help find the missing number. Students need to practice showing their work to avoid simple mistakes.

Activities MA.3.A.4.1Chairs Around a Table:

Students will:

Identify and extend a linear pattern involving the number of chairs that can be placed around a series of square tables.

Describe linear patterns using words or symbols.

Materials: Pattern Blocks (squares and triangles).

Using a context of chairs around square tables, students will be exposed to different linear patterns in this lesson. The patterns may vary slightly from situation to situation, where the students are allowed to determine a solution in multiple ways, in the end leading to an intuitive understanding of perimeter.

At Pal-a-Table, a new restaurant in town, there are 24square tables. One chair is placed on each side of a table. How many customers can be seated at this restaurant? Show an arrangement of one table with four chairs. Draw a demonstration on the white board or tech board. Or use pattern blocks or other transparent manipulatives on the overhead projector.

Activities MA.3.A.4.1 cont

Sample of 1 table with 4 chairs arrangementWhen all students understand how chairs are placed, ask, "If there were 24tables in a room, how many chairs would be needed?" Have students make a table showing the pattern and finding the rule. Depending on students understanding of multiplication, they may immediately realize that the answer is 244=96. Ask students to create a number sentence that will help solve for the missing number.

Activities MA.3.A.4.1 cont

Activities MA.3.A.4.1 contFrom the table, students should realize that the number of chairs is equal to four times the number of tables. Alternatively, they might recognize that each time a table is added, four chairs are added. This is a good opportunity to reinforce the connection between multiplication and repeated addition.

Teachers should ask students to explain their observations. "What is the pattern? How can you find the number of chairs for any number of tables?" [Multiply the number of tables by4. If there are 24tables, for instance, the number of chairs is96. If there are ntables, the number of chairs is4n.]

Item Specs

Algebra

Number, Operations, & Statistics

ITEM SPECS for MA.3.A.6.1

BENCHMARK CLARIFICATIONWhat must students be able to do?MA.3.A.6.1

Students can use the following estimation strategies when representing, comparing, and computing numbers through the hundred thousand:

ClusteringReasonablenessChunkingUsing a referenceUnitizingBenchmarksCompatible numbersGroupingRounding

What Are The Content Limits?MA.3.A.6.1Numbers may be represented flexibly; for example 947 can be thought of as 9 hundreds, 4 tens, and 7 ones; 94 tens and 7 ones; or 8 hundreds 14 tens and 7 onesItems may include the inequality symbols( >,