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  • 1. CCGPS MathematicsUnit-by-Unit Grade Level Webinar Third Grade Unit 1: Number and Operations in Base Ten May 8, 2012 Session will be begin at 3:15 pm While you are waiting, please do the following: Configure your microphone and speakers by going to: Tools – Audio – Audio setup wizard Document downloads: When you are prompted to download a document, please choose or create the folder to which the document should be saved, so that you may retrieve it later.
  • 2. Clearing up confusion• This webinar focuses on CCGPS content specific to one grade leveland one unit within that grade.• For information about CCGPS across a single grade span, pleaseaccess the list of recorded GPB sessions on Georgiastandards.org.• For information about the Standards for Mathematical Practice,please access the list of recorded Blackboard sessions from Fall2011 on GeorgiaStandards.org.• CCGPS is taught and assessed from 2012-2013 and beyond.• A list of resources will be provided at the end of this webinar andthis list has also been included in your document downloads.
  • 3. CCGPS MathematicsUnit-by-Unit Grade Level Webinar Grade Three Unit 1: Number and Operations in Base Ten May 8, 2012 Turtle Gunn Toms– tgunn@doe.k12.ga.us Elementary Mathematics Specialist These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.
  • 4. Welcome!• Thank you for taking the time to join us in thisdiscussion of Unit 1.• At the end of today’s session you should have at least 3takeaways:  The big idea of Unit 1  Something to think about… food for thought  How might I prepare for the start of school next year?  What is my conceptual understanding of the material in this unit?  a list of resources and support available for CCGPS mathematics
  • 5. • Please provide feedback at the end of today’s session. Feedback helps us all to become better teachers and learners. Feedback helps as we develop the remaining unit-by-unit webinars. Please visit http://ccgpsmathematicsK-5.wikispaces.com/ to share your feedback. This is our “baby”wiki!• After reviewing the remaining units, please contact uswith content area focus/format suggestions for futurewebinars. Wiki, anyone? Turtle Gunn Toms– tgunn@doe.k12.ga.us Elementary Mathematics Specialist
  • 6. Welcome!• For today’s session: Did you read the Third Grade mathematics CCGPS?  Did you read Third Grade Unit One?  Make sure you download and save the documents from this session. Ask questions and share resources/ideas for the common good. Join the K-5 wiki. If you are wondering what a wiki is, we’ll discuss this near the end of the session.
  • 7. Remember, Turtle, give someone a fish and they eat for a day. Teach them to fish and they’ll have no further use for you.
  • 8. Activate your Brain A basket contains more than 12 but fewerthan 32 eggs. When you count the eggs by fours, you have three left over. When youcount by fives, you have two left over. Howmany eggs are in this basket? Write to help explain your best thinking using words, numbers, or pictures.
  • 9. What’s the big idea?•Deepen understanding of place value, and itsusefulness in estimation and computation.•Underpinning all units- graphing
  • 10. Navigating a UnitOverviewStandardsEnduring UnderstandingsEssential QuestionsConcepts and Skills to MaintainSelected Terms and SymbolsStrategies for Teaching and LearningCommon MisconceptionsEvidence of LearningTasks
  • 11. New to the Frameworks?• Enduring Understandings• Essential Questions• Common Misconceptions• Overview
  • 12. Navigating a UnitWhat’s Different/What’s the Same?SMP’s (analyzing, estimating, reasoning, describing patterns,defending, discussing, peer feedback, contentious discourse,modeling, etc.)Grade Level OverviewCollaborative skills (How collaborative areyour collaborative activities?)Productive StruggleJournaling/NotebookDevelopment of own understanding(yours and students’)The regular use of routines is important to the development ofstudents’ number sense, flexibility, fluency, collaborative skills andcommunication.
  • 13. Brand Spanking New!
  • 14. Navigating a UnitClassroom Routines and Rituals http://www.edutopia.org/math-social-activity- cooperative-learning-video http://www.edutopia.org/math-social-activity-sel http://www.youtube.com/user/responsiveclassroom/vi deos http://www.responsiveclassroom.org/category/categor y/first-weeks-school
  • 15. Navigating a Unit Journaling/Math Workshop•Downloaded article from Marilyn Burnshttp://letsplaymath.net/2007/08/21/writing-to-learn-math/ Sense making•Downloaded article from NCTMhttp://www.youtube.com/user/mitcccnyorg?feature=watch
  • 16. Navigating a UnitMathematical Community of Learners- http://www.insidemathematics.org/index.php/video-tours-of- inside-mathematics/classroom-teachers/157-teachers-reflect- mathematics-teaching-practices
  • 17. “Remember that we all climb the hills differently. We takedifferent paths, different steps, and different journeys. Weeach reach landmarks in different ways and at different times.If we push or pull children up the hill and make them practiceour steps, our ways, or, worse yet, drop them by helicopter atpoints of the journey without the climb of getting there, wemay get them up the mountain - but they won’t own it. Theymay reach the vista, but they won’t feel empowered by theclimb. They won’t take on the next hill in the journey. Andmost important, they won’t have learned how to climb, howto mathematize their own lived worlds. If, however, wesupport their steps, work with them as youngmathematicians, the climbs and the vistas and the joys of thejourney will be theirs forever” C. Fosnot
  • 18. What’s the big idea?Developing deep understanding of quantity,relationships among numbers, and representationof number, specifically as they relate to placevalue, addition and subtraction, and theemergent understanding of multiplication.
  • 19. What do Third Grade students bring? What are they connecting to later?From 2- Later-• Fluent addition and subtraction to 18. • Deep understanding of addition and• Foundational place value subtraction, multiplication and understanding. division.• Foundational ideas about shape and • Useful place value understanding. position in space. • Understanding of defining attributes• Ability to compare and catagorize. about shape, comparison of shape.• Understanding of quantities to 1000. • Foundational fractional relationships.• Measurement as unit iteration • Continuation of fluency/algebraic• Foundational data ideas thinking.• Foundational ideas about addition and • Measurement/addition/subtraction subtraction relationships • Data analysis
  • 20. What’s Different in Third Grade?Operations and Algebraic Thinking• Estimation and rounding• Understand order of operations• Arithmetic patternsNumber and Operations in Base Ten• Rounding to the nearest 10 or 100
  • 21. Critical AreasIn Third Grade, instructional time should focus on four critical areas:• Developing understanding of multiplication and division and strategies for multiplication and division within 100• Developing understanding of fractions, especially unit fractions (fractions with a numerator 1)• Developing understanding of the structure of rectangular arrays and of area• Describing and analyzing two-dimensional shapes
  • 22. Tools for Teaching Number Sense• Subitization• Comparison• Counting• One- to- one correspondence• Cardinality This is from Kindergarten Unit 1• Hierarchical Inclusion• Number Conservation  Dot Cards/TenFrames  Number Cubes• Spatial Relationship  Dominoes• One and Two More or Less  Cups• Understanding Anchors  Collections• Part/Part Whole Relationships  Rekenrek
  • 23. Problem Types
  • 24. Tools for Teaching Strategy
  • 25. More strategy tools…• http://www.cleanvideosearch.com/media/acti on/yt/watch?videoId=Lp_ogl2iH_Q• http://www.cleanvideosearch.com
  • 26. Developing Number Sense How do you know what they know?• First, do no harm:http://www.youtube.com/watch?v=I9jaJREEAI&feature=channel &list=ULhttp://www.youtube.com/watch?v=nK63kRN5xPo&feature=rel mfu• Determine strategies:http://www.youtube.com/watch?v=yYdjCjEsdSw&feature=chan nel&list=ULThanks, Gatorgyrl82!http://www.youtube.com/user/Gatorgyrl82?feature=watch
  • 27. Coherence and Focus – Unit 1 What are students coming with?
  • 28. Coherence and Focus – Unit 1 What foundation will have been built?Where does this understanding lead incoming students?
  • 29. Coherence and Focus – Unit 1 What foundation is being built?Where does this understanding lead students?
  • 30. Coherence and Focus – Unit 1View across grade bands • K-6th Operations with whole numbers and fractions. Numbers and their opposites. • 8th-12th Everything!
  • 31. Coherence and Focus – Unit 1 What foundation is being built? Where does this understanding lead students?http://www.k-5mathteachingresources.com/2nd-grade-math-journals.html
  • 32. Examples & Explanations Downloads:•Dot cards and ten frames packet•Rekenrek packet•http://gradekcommoncoremath.hcpss.wikispaces.net/Rekenreks•http://letsplaymath.net/2006/12/29/the-game-that-is-worth-1000-worksheets/
  • 33. Examples and Explanations Strategy Development
  • 34. Examples & Explanations
  • 35. Examples & Explanations
  • 36. Examples & ExplanationsJournaling Revisited:
  • 37. Examples & ExplanationsStandards:http://secc.sedl.org/common_core_videos/Videos for teachers explaining standards- so far:2.NBT.7, with more to come.Tools:http://www.dpi.state.nc.us/docs/acre/standards/common-core-tools/unpacking/math/3rd.pdfUnpacked standards from NC
  • 38. Assessment How might it look?Examples of how balanced assessments can beassembled. http://map.mathshell.org/materials/tests.php The target audience for these sample assessments : 1. teachers who have already begun work with mathematical practice standards 2. designers of future CCSSM-aligned assessments http://map.mathshell.org/materials/pd.php (while you are at it, have a look at their Professional Learning!)
  • 39. Assessment How could it look?http://nzmaths.co.nz/mathematics-assessment
  • 40. How is a GA county using this? Thank you, Dr. Snell, and Henry County!
  • 41. Helping to identify concerns… Thank you, Dr. Snell, and Henry County!
  • 42. What should we do first?• Read the Grade Level Overview• Read the unit, and discuss with your colleagues.• Complete the culminating task with your team. Now you know where you are going, what you need, where your students will end up.What do you notice? What do you wonder?Share your thoughts on the wiki.
  • 43. Resource ListThe following list is provided as a sample ofavailable resources and is for informationalpurposes only. It is your responsibility toinvestigate them to determine their value andappropriateness for your district. GaDOE doesnot endorse or recommend the purchase of oruse of any particular resource.
  • 44. What in the world is a wiki? http://ccgpsmathematicsk-5.wikispaces.com/3rd+Grade
  • 45. Resources• Common Core Resources  SEDL videos - https://www.georgiastandards.org/Common- Core/Pages/Math.aspx or http://secc.sedl.org/common_core_videos/  Illustrative Mathematics - http://www.illustrativemathematics.org/  Dana Centers CCSS Toolbox - http://www.ccsstoolbox.com/  Arizona DOE - http://www.azed.gov/standards-practices/mathematics- standards/  Ohio DOE –http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEP rimary.aspx?page=2&TopicRelationID=1704 Inside Mathematics- http://www.insidemathematics.org/  Common Core Standards - http://www.corestandards.org/  Tools for the Common Core Standards - http://commoncoretools.me/  Phil Daro talks about the Common Core Mathematics Standards - http://serpmedia.org/daro-talks/index.html
  • 46. Resources• Books  Van De Walle and Lovin, Teaching Student-Centered Mathematics, K-3  Fosnot and Dolk, Young Mathematicians at Work  Wright, et al, Teaching Number in the Classroom  Wright, et al, Teaching Number-Advancing children’s skills and Strategies  Wright, et al, Developing Number Knowledge  Parrish, Number Talks  Shumway, Number Sense Routines (preview!)  Wedekind, Math Exchanges (preview!)
  • 47. Resources• Professional Learning Resources  Inside Mathematics- http://www.insidemathematics.org/  Edutopia – http://www.edutopia.org  Teaching Channel - http://www.teachingchannel.org Annenberg Learner - http://www.learner.org/resources/series32.html• Assessment Resources  MARS - http://www.nottingham.ac.uk/~ttzedweb/MARS/  MAP - http://www.map.mathshell.org.uk/materials/index.php  PARCC - http://www.parcconline.org/parcc-states•Start of School- Parents http://www.youtube.com/watch?v=Vvk4-evBS-8&feature=plcp (how to support your school and teacher)
  • 48. Phil Daro says:it’s just the easy part to design and write something down.The hard part comes… with putting them to work.And the users have ultimate control over how they’re used.So no matter how well designed the tool is – the user has control.And there you see my granddaughter Sadieusing a well-designed crayon.So , … if all people do, is take out theirold state standards, toss them out, and replace thesecommon core state standards into those old boxesNOTHING IS REALLY GOING TO CHANGEWe designed these as a platform for new kinds of instructional systemsWe didn’t design these to be thrown into the old boxes.The old boxes in fact, are the infrastructure for making things a mile wide, inch deep.
  • 49. As you start your day tomorrow…Who dares to teach must never cease to learn ~ John Cotton Dana http://www.youtube.com/watch?v=JEa0xpWi7C4
  • 50. Thank You! Please visit http://ccgpsmathematicsK-5.wikispaces.com/ to provide us with your feedback! Join our listserve: join-mathematics-k-5@list.doe.k12.ga.us Turtle Gunn Toms Program Specialist (K-5) tgunn@doe.k12.ga.us These materials are for nonprofit educational purposesonly. Any other use may constitute copyright infringement. follow@turtletoms (yep, I’m tweeting math resources in a very informal manner)

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