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# CL and SM Parent Night march2014

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Parent Nights March 2014 Clinton and South Mountain

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### CL and SM Parent Night march2014

1. 1. Welcome! •  How could you solve 56 – 18 in your mind? •  Think of different ways to make 10… using only subtraction and/or division.
2. 2. Math  Instruc,onal  Blocks  and  Minutes   K-­‐1   2-­‐5
3. 3. Common  Core  State  Standards     K-­‐5  Mathema,cs  Content   !" #" \$" %" ()*+,-+."/" (012-+03-,4" &" '" ! 5*6781"0+2"9:810,-)+;"-+"<0;8"=8+" " 5*6781"0+2"9:810,-)+;">-,?"@10A,-)+;" B80;*1868+,"0+2"C0,0" 9:810,-)+;"0+2"D3.8710-A"=?-+E-+." F8)68,14" !
4. 4. ! ! ! Common  Core  State  Standards  for   Mathema,cal  Prac,ce   !"#\$"%"#&'(") !"#\$%&'#(')('#*+#,-*./'0(#%)1#,'-('2'-'#3)#(*/23)4#56'0"# *"&\$+','-) .#-/0"'1\$) ="#>*)(5-<95#23%./'#%-4<0')5(#%)1#9-353;<'#56'#-'%(*)3)4#*+#*56'-("# 2+3"4,'-) ?"#\$*1'/#@356#0%56'0%539("# 5++4\$) A"#B('#%,,-*,-3%5'#5**/(#(5-%5'439%//:"# !#"(,\$,+') C"#D55')1#5*#,-'93(3*)"# 61#/(1/#") E"#F**&#+*-#%)1#0%&'#<('#*+#(5-<95<-'"# *"7"1,1,+') ! 7"#8'%(*)#%.(5-%95/:#%)1#;<%)535%532'/:"# G"#F**&#+*-#%)1#'H,-'((#-'4</%-35:#3)#-','%5'1#-'%(*)3)4"#
5. 5. Math  Tasks   Math   Content   Mathema,cal   Prac,ce
6. 6. 5 ! 6! Grade  1   /." 7 ! )! :! ; <==>!\$-!-,&!1304&#!4=1%/? ' @ * © 2009 Marshall Cavendish International (Singapore) Private Limited. Copying is permitted; see page ii. 8 ! 9! A " " +,\$-!./! " 5 ! B! Content   ( 1.OA.A.1  Addi,on  and   Subtrac,on  within  20  to  solve   problems  using  adding  on,   taking  from,  puAng  together,   taking  apart,  and  unknowns  in   all  posi,ons.   7 ! *! 8 ! A! : ! '6 Prac,ces   1.  Perseverance   2.  Reason  quan,ta,vely   7.  Make  use  of  structure
7. 7. Grade  4:  Ms.  Sanchez  has  a  bag  of  assorted  nuts  that  contain  almonds,   pecans,  and  walnuts.    1/3 of  the  nuts  are  almonds  and ¾ of  the  remainder   are  pecans.    There  are  300  nuts  in  the  bag.    How  many  walnuts  are  in  the   bag?  (Draw  a  model  to  solve.)   300  nuts   100   almonds   Content   4.NF.B.4c  Solve  word   problems  involving   mul,plica,on  of  a  frac,on  by   a  whole  number  using  visual   frac,on  models  or  equa,ons   to  represent  the  problem   50 50 pecans   50 ?   walnuts   Prac,ces   4.    Model  with  mathema,cs   7.      Make  use  of  structure
8. 8. Daily  Math  Instruc,on
9. 9. Singapore  Math  Pedagogy:     C-­‐P-­‐A   Jerome  Bruner’s  research  proved  that  instruc,onal  strategies   build  understanding  for  students  when  they  move  from…       •  Concrete  (manipula,ves)  to     •  Pictorial  (visual  models  or  drawings)  to   •  Abstract  representa,ons  (numbers,  symbols)
10. 10. Singapore  Math  Pedagogy:     Perceptual  Variability   Zoltan  Diene’s  research  proved  that  children  gain  the  most  conceptual  understanding   when  they  are  exposed  to  a  concept  through  a  variety  of  materials  or  experiences.   Write the correct mixed number in each box. 12. q! p! 1 4 27 3 500 600 Write a mixed number for each item. 18 The pears have a weight of 4 6 24 pounds. G3A_WB_Ch_02.indd 27 12/9/09 11:31:16 AM 009 Marshall Cavendish International (Singapore) Private Limited wer each question. . 6 17 2 27 600 13. ? 1 2 0 1 2 3 4 5 6 11717 7 7 7 7 7 7
11. 11. Singapore  Math  Pedagogy:     Rela,onal  Understanding   Richard  Skemp’s  research  proved  that  for  long  term  learning  to  occur   rela,onal  understanding  is  more  successful  than  procedural  learning.   Part-­‐Whole   Decomposing   Mental  Math
12. 12. Math  Instruc,onal  Blocks  and  Minutes   K-­‐1   2-­‐5
13. 13. Assessment   Iden,fy  skill  needs  and  mastery   Tasks   Select  tasks  that  target  student  needs   Monitor   Measure  student  progress
14. 14. Monitoring   Problem   Solving   Learning  Tasks   Or  Games   Individualized Math Instruction Small  Group   Instruc,on   Technology   Prac,ce
15. 15. At  Home   Grade   Sept-­‐Oct.   Math  in  Focus/WriXen   ST  Math   K   Coun,ng  Games   Math  in  Focus  Games   Hands  On  Review  Tasks   15  minutes  per  week   1   Number  Sense   Games   Math  in  Focus  Games   Hands  On  Review  Tasks   20-­‐40  minutes  per  week   2   Add/Subtract   Facts  to  20   2-­‐3  MIF  Worksheets  per  Chapter   40-­‐60  minutes  per  week   3   Add/Subtract   In  MIF  Textbook   Facts  to  20   Chapter  Review  (several  days)   Mult  2,3,  4,  5,  10   Op,onal  “Put  on  Your  Thinking  Cap”   45-­‐60+  minutes  per  week   4   Mult.  &  Div   Facts  to  10   In  MIF  Textbook   Chapter  Review  (several  days)   Op,onal  “Put  on  Your  Thinking  Cap”   45-­‐60+  minutes  per  week     5   Mult  &  Div   Facts  to  12   In  MIF  Textbook   Chapter  Review  (several  days)   Op,onal  “Put  on  Your  Thinking  Cap”   45-­‐60+  minutes  per  week
16. 16. ST  Math  Raises  Standardized  Test  Scores
17. 17. Singapore  Math  Pedagogy:     Perceptual  Variability   Zoltan  Diene’s  research  proved  that  children  gain  the  most  conceptual  understanding   when  they  are  exposed  to  a  concept  through  a  variety  of  materials  or  experiences.   Write the correct mixed number in each box. 12. q! p! 1 2 0 1 2 3 4 5 6 11717 7 7 7 7 7 7 6 1 4 17 2 27 600 27 3 500 600 Write a mixed number for each item. 13. The pears have a weight of 4 18 6 24 pounds. ? G3A_WB_Ch_02.indd 27 . 12/9/09 11:31:16 AM arshall Cavendish International (Singapore) Private Limited wer each question.
18. 18. Internet  Resources   Kimberly  Beane’s  Singapore  Math  LiveBinder   hhp://www.livebinders.com/play/play?id=132843   Or  go  to  livebinders.com  and  search  kbeane     Kimberly  Beane’s  Presenta,ons  and  Trainings   hhp://www.slideshare.net/KimberlyBeane/presenta,ons     ST  Math  Informa,on  &  Research   hhp://www.mindresearch.net/     Bar  Model  Prac,ce   hhp://www.thinkingblocks.com/     Singapore  Math  Materials   hhp://www.singaporemath.com   hhp://www.crystalspringsbooks.com  (search  math)     Math  in  Focus  (Houghton  Miﬄin-­‐Harcourt)   hhp://www.hmhco.com/shop/educa,on-­‐curriculum/math/math-­‐in-­‐focus-­‐ singapore-­‐math#sthash.FQFua8I0.OR8qH61B.dpbs
19. 19. Online  and  as  iPad  Apps
20. 20. Aligned  Progress  Report
21. 21. Aligned     Assessments
22. 22. Alignment  with  CCSS   K-­‐5  Mathema,cs   2010-2011 2011-2012 2012-2013 K-2 Intro to Common Core Grade Level Content Review 3 Math Programs New Grade Level Content Foundational Content PreRequisite Content Common Core Strategies Lesson Structure New Models and Methods New Questions/Tasks Using Supplement Data SGO Develop & Assess 3-5 Intro to Common Core Grade Level Content Review 3 Math Programs New Grade Level Content Foundational Content PreRequisite Content Common Core Strategies New Methods Models for Problem Solving New Questions/Tasks NJASK New Content Lesson Structure Usage of Supplement Data SGO Develop & Assess Models for Prob Solving K-2 Individual. Math Instruct. Tools & Resources Individual. Math Instruct. New Instruct. Materials Draft Curriculum 3-5 Individual. Math Instruct. Tools & Resources Individual. Math Instruct. Tech. Tools for IMI New Instruct. Materials K-2 Revised Progress Report Revised Assessments Diagnostics for IMI New Progress Report New Assessments PreRequisite Test for Inst. 3-5 Revised Progress Report Revised Assessments Diagnostics for IMI Professional Development Curriculum & Instruction Assessment 2010-2011 2011-2012 2013-2014 New Supplement Materials Draft Curriculum New Supplement Materials New Progress Report New Assessments PreRequisite Test for Inst. 2012-2013 2013-2014