New Teacher Institute K-5 Math & Science 2011

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New Teacher Institute K-5 Math & Science 2011

  1. 1. K-5 Math & Science New Teacher Institute Welcome! We’re excited to do math & science with you! Please make a name tag with your first name on it!Kimberly Beane Katie CostelloK-5 Supervisor of Math & Science K-5 Math Specialist
  2. 2. Try to make the bulb light.   Draw each method you try.  
  3. 3. Why are ! math & scienceimportant for students?! (Turn & Talk)!
  4. 4. Number Lines ! make ! Number Sense![wwwwwwwwwwwwwwwwwwwwww]! y u r!
  5. 5. Structure of a Math Lesson • Diagnostic • Learning Tasks • Formative Assessment
  6. 6. Diagnostic Determine Individual Student Readiness • Math Message or Warm Up  • Student responses reveal readiness  • Which skill or concept needs a<en=on?  • Who needs support? Example:  Don wants to fence in part of his yard for a dog run.  The dog run is a rectangle that measures 30 feet by 10 feet.  How much fencing should he buy?  Draw or explain. 
  7. 7. Learning Tasks Develop & Apply Concepts 1 or 2 tasks develop the concept   • Hands‐on  • Pairs or small groups  • Teacher listens, ques=ons, redirects  3rd task is applica=on  • Usually in math journals  • Teacher can target students in need  Example:   Task 1:  Use geoboards to find perimeters with given dimensions Task 2:  Use geoboards to find different dimensions for same perimeter Task 3:  EDM journal page finding all dimensions for a given perimeter 
  8. 8. Formative Assessment Prescribes what needs to happen next • Individual student responses  • Grades 3‐5 oKen looks like NJASK open‐ended task  • Teacher reviews student responses  • Determines next whole class lesson  • Determines supports for individuals Example:  Draper Elementary received 2200 feet of playground border.   Describe 3 playgrounds that have a perimeter of 2200 feet.   Explain which would make the best playground and why. 
  9. 9. Structure of a Math Lesson• Diagnostic• Learning Tasks• Formative Assessment

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