The document summarizes how teachers in the Arlington school district are preparing for the Common Core State Standards in mathematics. It discusses overview sessions where teachers learned about the new standards and requested additional support materials. It outlines the district's plan to provide additional training through courses and individualized support to help teachers emphasize multiple strategies and mathematical modeling, which are two big themes of the Common Core Standards.
Start your children brain development with abacus & Vedic maths,get professional abacus training & develop,mental calculation ability of your child visit us at www.walnutexcellence.com
308. Don't FAL out;Techno IN!
This session will share several formative assessment lessons, activities and strategies that we have used within our classes as well as technology resources we have found very useful. Handouts are available online. You will feel like a kid leaving a candy shop!
Presenter(s): Jo Harris, Olivia Valk, Cody Powell
Location: Biltmore
The workshop will provide middle level mathematics teachers with ideas for engaging students in the understanding of math concepts and the creative aspects of mathematics topics in the 6-8 curriculum. The workshop will be hands-on and based upon a constructivist approach to learning and teaching. Handouts will be provided.
Presenter(s): Shirley Disseler
Start your children brain development with abacus & Vedic maths,get professional abacus training & develop,mental calculation ability of your child visit us at www.walnutexcellence.com
308. Don't FAL out;Techno IN!
This session will share several formative assessment lessons, activities and strategies that we have used within our classes as well as technology resources we have found very useful. Handouts are available online. You will feel like a kid leaving a candy shop!
Presenter(s): Jo Harris, Olivia Valk, Cody Powell
Location: Biltmore
The workshop will provide middle level mathematics teachers with ideas for engaging students in the understanding of math concepts and the creative aspects of mathematics topics in the 6-8 curriculum. The workshop will be hands-on and based upon a constructivist approach to learning and teaching. Handouts will be provided.
Presenter(s): Shirley Disseler
Your Math Students: Engaging and Understanding Every DayDreamBox Learning
The most important and challenging aspect of daily planning is to regularly—and yes, that means every day—create, adapt, locate, and consider mathematical tasks that are appropriate to the developmental learning needs of each student. A concern Francis (Skip) Fennell often shares with teachers is that many of us can find or create a lot of “fun” tasks that are, for the most part, worthless in regards to learning mathematics. Mathematical
tasks should provide a level of demand on the part of the student that ensures a focus on understanding and involves them in actually doing mathematics.
Strategy Instruction Resource Project Rubric (150 points)
CRITERIA
UNACCEPTABLE
10 points
ACCEPTABLE
20 points
EXEMPLARLY
25 points
Sections in Notebook
Presentation
Notebook has fewer than 2 sections that are difficult to navigate
Notebook has 3 sections that are adequately organized
Notebook has 3 sections that are well organized and demonstrates various strategies
Number of Instructional Resources/Strategies
One or more sections have less than 8 strategies
All 3 sections have lesson than 8 strategies
All 3 sections have 10 strategies that fit within each type of instruction
Appropriateness of Strategies
Strategies do not necessarily match the skills focus of the section
Strategies match the skill focus of the section
Strategies are well-matched to the skill focus of the section
Research Support for Strategies
Only 1 section includes a research article and summary that supports the use of one or more of the strategies in the section
Two sections include a research article and summary that supports the use of one or more strategies in the section.
All 3 sections include a research article and summary that supports the use of one or more of the strategies in the section.
Quality of Summary
Research summaries do not adequately summarize the research study
Research summaries provide an appropriate summary of the research study
Research summaries provide an excellent summary of the research study
Strategies List
Less than 2 sections have a strategy list which include a targeted skill area and any supporting materials for the activity
All 3 sections have a research strategy list which includes the name, target skill area, and materials for each activity
TOTAL _____/150 points
Notebook Outline:
1. Strategy list for reading comprehension: name of strategy, targeted skill area, materials needed
a. 10 strategies
b. Peer-reviewed research article
c. Research article summary
2. Strategy list for writing and/or spelling: name of strategy, targeted skill area, materials needed
a. 10 strategies
b. Peer-reviewed research article
c. Research article summary
3. Strategy list for math: name of strategy, targeted skill area, materials needed
a. 10 strategies
b. Peer-reviewed research article
c. Research article summary
Math strategies
Math strategy
Math skill/s targeted
Materials needed
APA citation; example
Sussman, S., & York Borough Board of Education, T. (. (Ontario). (1976). A Critical Examination of Disciplinary Theories and Practice.
· summary of the article. No more than 1 page
than add the 10 strategies here (screen shot of the strategy if you take it from internet , or take pictures of the book )
example:
strategy 1
Strategy 2
Reading strategies
Reading strategy
Reading skills/targeted
Materials needed
Mathematics Strategies
for Students wit.
These are the unpacking documents to better help you understand the expectations for Third gradestudents under the Common Core State Standards for Math. The examples should be very helpful.
Presentation math workshop#may 25th newUmber Tariq
It was prepared for the staff of our school , in order to guide that how to make, teaching and leaning for Maths, interesting and fun .
To reduce boredom for kids and to relate the concepts with the nature and universe.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Ccss how are arlington teachers preparing boe feb 2011
1. Common Core Standards in Mathematics How are Arlington teachers preparing? Dawn Galente, ACSD Curriculum Supervisor in Mathematics
2. While there are some changes in the content that will be covered at each grade level… The biggest changes represented by the Common Core State Standards (CCSS) are pedagogical. The aim is a deeper conceptual understanding than has been required by previous state standards.
3. Common Core Standards Overview Days Teachers at each grade level gathered Half day overview of ELA, half day overview of Math Opportunity to review the new standards and ask questions Opportunity to tell us what supports they would like
4. Teachers Requested Clarification on some standards Examples of models and ways to incorporate them in teaching Examples of multiple strategies and how to teach them Ways to differentiate- supports and extensions Resources- activities, materials, program supports
5. Moving Forward In-service courses such as “Introduction to the CCSS in Mathematics” and “Developing Mathematical Ideas” Revision and addition of materials to Atlas Good models for various concepts Which strategies to emphasize Differentiation support Individualized building/grade level/teacher support: grade level meetings, PLCs, model lessons, coaching- whatever is needed
6. Two Big Themes in CCSS… Multiple Strategies Good mathematical thinkers have access to many approaches to solving problems, including traditional algorithms, and can choose which strategy is most efficient for each problem Modeling in Mathematics How do we represent mathematical situations with physical, pictorial, verbal, graphical, and formulaic means?
7. Multiple Strategies How can we multiply 29 x 4? Traditional strategy (9 x 4, “carry” the 3, 2 x 4 + 3…) 30 x 4 = 120; subtract 1 group of 4 9 x 4 = 36; 20 x 4 = 80; 80 + 36 = 116 25 x 4 = 100; 4 x 4 = 16; 100 + 16 =116
9. 5.NF.4 Multiplying a Whole Number by a Fraction 2 8 1 1 1 3 3 2 3 6 4 x can be thought of as 4 groups of 2/3… x = can be thought of as ½ of a group of 1/3…
10. 5.NF.3 Fractions as Division- 3 candy bars, 4 people- how much does each get? If you split each bar into the number of shares needed, this works easily… Each person gets 3 x ¼, or ¾ of a bar.
11. 5.NF.7 Division of a unit fraction 1 1 3 3 How can I share 1/3 of a candy bar with 4 people? 4 4 ÷ ÷ That 1/3 section must be broken into 4 pieces. But to find the size of each piece, the whole needs to be broken into equal pieces. There are 12 in all. So is 1/12.
