The document provides an agenda for a math workshop on using manipulatives to help students develop mastery of common core math standards. The workshop includes sessions on using specific math tools, teaching numbers less than one, and resources for 21st century teaching and learning. The objectives are to increase awareness of using manipulatives to develop conceptual understanding and provide strategies and resources to support math instruction.
Creating Mathematical Opportunities in the Early Years
Presenter, Dr Tracey Muir, for Connect with Maths Early Years Learning in Mathematics community
As teachers, we are constantly looking for ways in which we can provide students with mathematical opportunities to engage in purposeful and authentic learning experiences. On a daily basis we need to select teaching content and approaches that will stimulate our children through creating contexts that are meaningful and appropriate. This requires a level of knowledge that extends beyond content, to pedagogy and learning styles. As early childhood educators, we can also benefit from an understanding of how the foundational ideas in mathematics form the basis for key mathematical concepts that are developed throughout a child’s school.
In this webinar, Tracey will be discussing the incorporation of mathematical opportunities into our early childhood practices and considering the influence of different forms of teacher knowledge on enacting these opportunities.
Teaching Mathematics to English Language Learners admills
This session will present strategies to help teachers teach mathematics to English language learners including hands-on differentiation activities for teachers to do in the session.
Want to Engage Your Students? Engage Them in the Math PracticesDreamBox Learning
It’s one of the most important questions math teachers ask every day: how do we engage students in meaningful, enjoyable mathematics? In this webinar for the Adaptive Math Learning community, presenters Zachary Champagne, Researcher at the Mathematics Formative Assessment Project at the Florida Center for Research in Science, Technology, Engineering, and Mathematics (FCR-STEM), and Tim Hudson, former Math Curriculum Coordinator for Missouri’s Parkway School District, and DreamBox’s Senior Director of Curriculum Design, shared useful insights about the Mathematical Practices that will help deepen students’ understanding, enjoyment, and success in math class. Zachary and Tim discussed how to stop teaching ‘tricks’ and instead engage students in thinking like a mathematician. They also shared insights about the power of formative assessment, the importance of uncovering students’ intuitive thinking, and how technologies such as adaptive learning can support the Mathematical Practices. Topics included: understanding equality and precision, observing students engaged in sense-making, and designing learning experiences that empower students to “look for” important mathematics. Additionally, Julie Benay, Principal of Malletts Bay School in Vermont, shared how her school implemented DreamBox and the outcomes they experienced. View the webinar to learn how to make math more engaging for your students.
Creating Mathematical Opportunities in the Early Years
Presenter, Dr Tracey Muir, for Connect with Maths Early Years Learning in Mathematics community
As teachers, we are constantly looking for ways in which we can provide students with mathematical opportunities to engage in purposeful and authentic learning experiences. On a daily basis we need to select teaching content and approaches that will stimulate our children through creating contexts that are meaningful and appropriate. This requires a level of knowledge that extends beyond content, to pedagogy and learning styles. As early childhood educators, we can also benefit from an understanding of how the foundational ideas in mathematics form the basis for key mathematical concepts that are developed throughout a child’s school.
In this webinar, Tracey will be discussing the incorporation of mathematical opportunities into our early childhood practices and considering the influence of different forms of teacher knowledge on enacting these opportunities.
Teaching Mathematics to English Language Learners admills
This session will present strategies to help teachers teach mathematics to English language learners including hands-on differentiation activities for teachers to do in the session.
Want to Engage Your Students? Engage Them in the Math PracticesDreamBox Learning
It’s one of the most important questions math teachers ask every day: how do we engage students in meaningful, enjoyable mathematics? In this webinar for the Adaptive Math Learning community, presenters Zachary Champagne, Researcher at the Mathematics Formative Assessment Project at the Florida Center for Research in Science, Technology, Engineering, and Mathematics (FCR-STEM), and Tim Hudson, former Math Curriculum Coordinator for Missouri’s Parkway School District, and DreamBox’s Senior Director of Curriculum Design, shared useful insights about the Mathematical Practices that will help deepen students’ understanding, enjoyment, and success in math class. Zachary and Tim discussed how to stop teaching ‘tricks’ and instead engage students in thinking like a mathematician. They also shared insights about the power of formative assessment, the importance of uncovering students’ intuitive thinking, and how technologies such as adaptive learning can support the Mathematical Practices. Topics included: understanding equality and precision, observing students engaged in sense-making, and designing learning experiences that empower students to “look for” important mathematics. Additionally, Julie Benay, Principal of Malletts Bay School in Vermont, shared how her school implemented DreamBox and the outcomes they experienced. View the webinar to learn how to make math more engaging for your students.
My Origami Journey- From Classroom Teacher to University ProfessorBoakes, Norma
This presentation was an invited session of the MAA Association and held as part of the 2016 Joint Mathematical Meeting. My presentation focuses on the growing body of evidence of the value of Origami as a teaching tool in the K-12 math classroom.
This Connect with Maths Early Years Learning in Mathematics community webinar discusses the importance of talk as part of a quality mathematical learning environment for young children. Denise makes links to the Early Years Learning Framework and the Australian Curriculum and share some ideas for facilitating mathematical talk with young children.
Connect with Maths Early Years Learning in Mathematics Webinar series - Mathematical Thinking in the Early Years ( Part 2) Supporting children as mindful mathematicians presented by Louise Hodgson.
This presentation is focused on key mathematical processes - problem solving, reasoning and proof, communication and connections and habits of mind such as curiosity, imagination and persistence which together are as important as mathematical content in a high quality early childhood mathematics program. Practical strategies will be discussed to support young children to develop reasoning which is central to learning about mathematics.
Integrating Technology to Increase Student Engagement and Accelerate Math Lea...DreamBox Learning
Blended learning environments are enabling schools and districts to personalize learning for their students on a scale never before possible by integrating technology into their classrooms to complement face-to-face instruction, particularly in mathematics.
Attend this web seminar to learn successful approaches for implementing this technique, including strategies, tips for modeling blended learning for elementary mathematics, and results other educators have seen firsthand, including comparisons of student growth with the amount of time digital tools are used in each classroom.
My Origami Journey- From Classroom Teacher to University ProfessorBoakes, Norma
This presentation was an invited session of the MAA Association and held as part of the 2016 Joint Mathematical Meeting. My presentation focuses on the growing body of evidence of the value of Origami as a teaching tool in the K-12 math classroom.
This Connect with Maths Early Years Learning in Mathematics community webinar discusses the importance of talk as part of a quality mathematical learning environment for young children. Denise makes links to the Early Years Learning Framework and the Australian Curriculum and share some ideas for facilitating mathematical talk with young children.
Connect with Maths Early Years Learning in Mathematics Webinar series - Mathematical Thinking in the Early Years ( Part 2) Supporting children as mindful mathematicians presented by Louise Hodgson.
This presentation is focused on key mathematical processes - problem solving, reasoning and proof, communication and connections and habits of mind such as curiosity, imagination and persistence which together are as important as mathematical content in a high quality early childhood mathematics program. Practical strategies will be discussed to support young children to develop reasoning which is central to learning about mathematics.
Integrating Technology to Increase Student Engagement and Accelerate Math Lea...DreamBox Learning
Blended learning environments are enabling schools and districts to personalize learning for their students on a scale never before possible by integrating technology into their classrooms to complement face-to-face instruction, particularly in mathematics.
Attend this web seminar to learn successful approaches for implementing this technique, including strategies, tips for modeling blended learning for elementary mathematics, and results other educators have seen firsthand, including comparisons of student growth with the amount of time digital tools are used in each classroom.
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.
Effectively Differentiating Mathematics Instruction to Help Struggling StudentsDreamBox Learning
Donna Knoell will offer ideas for blended learning strategies to help students understand mathematical concepts, increase achievement, and enhance confidence. Learn how to incorporate vocabulary, problem solving strategies, and manipulatives to help students develop reasoning skills and proficiency.
Join the discussion of issues including:
• Using blended learning strategies to increase mathematical achievement
• Integrating mathematical discourse to help students develop effective reasoning skills and proficiency
• Combining manipulatives and problem solving strategies in the classroom
Hear from two experienced math educators who are using new techniques to foster rich discussions and conceptual learning in math. Learn about free online resources to apply these techniques to your school.
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
Trigger Student's Desire to Learn English Faster and at Grade LevelSmart Ed
As students encounter English, they should experience exciting stories and topics they can relate to in their primary language. These work best when introduced through comprehensible input such as photographs, video clips, text features and more. Exposure to foundational skills and language conventions is vital, but they must be presented in context, and driven by reading and writing. Discovering the patterns behind the English language as well as its quirks can accelerate the students’ ability to own English.
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This presentation considers new curriculum and practices that activate students' desires to read like a detective and write like an investigative reporter. New research tells us that curriculums must prioritize content knowledge development, and be guided by complex text.
English Language Development lessons must work in tandem with English Language Arts when students are learning in a language other than their own. The learning environment where English Language Arts and English Language Development are vertically aligned, backwards-mapped and information is released gradually are fundamental for students future.
More information www.alphaedu.info
www.smarteducation.ae
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As part of the 2017 Fall Alpha Publishing Product Training and Professional Development season, we had the pleasure of connecting and working with many fantastic teachers and schools in Riyadh and Dammam.
The sessions focused on:
STEAM and 21st Century Skills, Engineering Design Process
Through model lessons and hands-on activities for creating a thriving learning environment and supporting teachers using Alpha resources.
Discover the unique features of Alpha Math Grades 1-5
Alpha Math consists of two volumes for each grade that have distinctive and rich content. The content is built on the Common Core State Standards. The instructions and practices are designed in accordance with the learning domains of Bloom’s taxonomy to help build a deep, strong and innovative foundation in mathematics.
The program includes interactive, visual, and differentiated learning styles that address the needs of all learners.
Assessing the prior knowledge before starting new topics.
Hands-on activity as a lesson starter.
Clear and organized steps to deliver mathematical concepts.
Rich visuals and strategies to provide multiple approaches to doing mathematics.
Guided differentiated practices.
Independent differentiated practices.
Problem-solving that improves reading & writing in mathematics as well as developing critical thinking skills.
Organised vocabulary in each lesson that builds on itself.
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.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
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!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
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This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Home assignment II on Spectroscopy 2024 Answers.pdf
Math Toolkit Time
1. Math Toolkit Time!
Using Manipulatives to Help Students Develop
Common Core Math Mastery
Jacqueline Burns, Global Mathematics Consultant
11 March 2017
Bahrain
2. Today’s Objectives
• Increase awareness of the purpose and benefits of using math manipulatives for
students to develop conceptual understanding
• Work with tools and explore teaching and learning strategies to help students
understand numbers less than one
• Broaden awareness of and access to a variety of high quality resources to support
teaching and learning of mathematics
3. Session Agenda
9:00am – 9:45am Math Toolkit Time
Using Manipulatives to Help Students Develop Common Core Mastery
9:45-10:30am Alpha Math
10:30-10:45am Coffee Break
10:45-11:15am e-Alpha
11:15-12:00pm Digging Deeper: Numbers less than One
Teaching and learning experiences with quantity and numbers less than one
12:00pm – 1:00pm Lunch
1:00pm – 2:45pm Resources and Tools for 21st Century Teaching & Learning
Exemplar tasks, websites, and strategies for today's classroom
2:45pm – 3:00pm Closing and Certificates
4. Our Norms
• Be present both physically and
mentally.
• Listen to, and make room for, the
ideas of others.
• Share your knowledge and
wisdom.
• Table side topics.
• Exercise mobile phone etiquette.
5. Math Facts about Bahrain
Bahrain is actually an archipelago of 33 islands.
The largest, on which many people live, is 55km long by
18km wide and areas such as Sitra and Muharraq are
actually separate islands.
Bahrain’s flag used to be the largest flag in the world,
setting a Guinness world record in 2004 at 169.5m long and
97.1m wide. The five red points signify the five pillars of
Islam. The oldest known Bahraini flags were plain red. In
1820, the island signed a treaty with the UK and a white
stripe was added to the flag to indicate the truce. In 1932,
a serrated edge was added to distinguish Bahrain’s flag
from those of its neighbours. The flag originally had 28
white points, but this was reduced to eight in 1972 and five
in 2002.
Source: http://www.timeoutbahrain.com/aroundtown/features/40006-25-amazing-bahrain-facts
6. More Math Connections
in Bahrain
Bahrain World Trade Centre is the first skyscraper in
the world to integrate wind turbines into its design.
Each turbine is 29m in diameter and their capacity is
675kw of wind power production. The 240m-tall tower
has won several international awards including the
LEAF (Leading European Architects’ Forum) award for
best use of technology in a large scheme.
The British School of Bahrain holds the world record
for the largest simultaneous coin toss. As part of
World Maths Day in 2010, 1,117 staff and students
took part in the toss which made it into the Guinness
Book of Records.
7. Why use manipulatives?
Concrete.
The “doing” stage using
concrete objects to model
problems
Representational.
The “seeing” stage using
representations of the objects
to model problems
Abstract.
The “symbolic” stage using
abstract symbols to model
problems
8. Solving Basic Facts: Partner Work
The Student’s Hat
Work on the problems, using
manipulatives to concretely
model the solution.
The Teacher’s Hat
Consider student abilities:
Direct modeling,
counting, derived
facts, recall
PROBLEMS
5 + 7 = ?
12 – 5 = ?
4 + ? = 11
5 x 7 = ?
56 8 = ?
9. PROBLEM DIRECT MODELING COUNTING DERIVED FACTS RECALL
5 + 7 = ?
Join Result
Unknown
Makes a set of 5 counters and a set
of 7 counters. Pushes the two sets
together and counts all the
counters.
Counts “5 [pause], 6, 7, 8, 9, 10, 11,
12,” extending a finger with each
count. “The answer is 12” [The
counting sequence may also begin
with the larger number]
“Take 1 from the 7 and give it
to the 5. That makes 6 + 6,
and that’s 12.”
5 plus 7 is 12.
12 – 5 = ?
Separate Result
Unknown
Makes a set of 12 counters and
removes 5 of them. Then counts
the remaining counters.
Counts back “12, 11, 10, 9, 8
[pause], 7. It’s 7.” Uses fingers to
keep track of the numbers of steps
in the counting sequence.
“12 take away 2 is 10, and
take away 3 more is 7.”
12 take away 5 is 7.
4 + ? = 11
Join Change
Unknown
Makes a set of 4 counters. Makes a
second set of counters, counting
“5, 6, 7, 8, 9, 10, 11,” until there is
a total of 11 counters. Counts the
7 counters in the second set.
Counts “4 [pause], 5, 6, 7, 8, 9, 10,
11,” extending a finger with each
count. Counts the 7 extended
fingers. “It’s 7.”
“4 + 6 is 10 and 1 more is 11.
So it’s 7.”
4 and 7 make 11.
5 x 7 = ?
Makes 5 groups of 7 counters and
counts them all.
7, 14, 21, 28, 35 or
5, 10, 15, 20, 25, 30, 35
5 times 5 is 25 and 10 more
is 35.
5 times 7 is 35.
56 8 = ?
Counts out 56 counters. Pulls out
groups of 8 until 7 groups are
made.
8, 16, 24, 32, 40, 48, 56 8 times 8 is 64. 8 less is 56.
So that’s 7.
8 x 7 is 56.
Source: https://catalyst.uw.edu/gopost/conversation/ekazemi/117145
Children’s Strategies for Solving Basic Facts
10. Create a Mini-Lesson
Components for the Mini-Lesson
• at least one math manipulative
• CCSS-M (math standard)
• Standard(s) for Mathematical Practice
• Interdisciplinary connection/s
• Independent/pair/small group/whole
group?
• How will students communicate
mathematically?
Manipulatives for
Consideration
• Counters
• Connecting cubes
• Base ten counters
• Number line
• Random number generator
(number cubes)
• Spinners
11. 1. Make sense of problems and
persevere in solving them.
2. Reason abstractly and
quantitatively.
3. Construct viable arguments and
critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of
structure.
8. Look for and express regularity in
repeated reasoning.
Learning through the
Standards for Mathematical Practice
12. “The difficulty with fractions (including decimals and
percents) is pervasive and is a major obstacle to
further progress in mathematics. . .”
—Report of the National Math Panel, March 2008
Fraction Sense
13. What are some of the biggest challenges
students face with fractions?
14. In One Minute…
• write down everything that comes to mind when you think about or see
5
8
15. Now, in one minute…
• write down everything that comes to mind when you think about or see
9
16. Compare Your Responses
• What similarities do you see?
• What differences do you see?
• Any surprises or insights?
19. Develop understanding of fractions
• 3.NF1 Understand a fraction 1/b as a quantity formed by 1 part
when a whole is portioned into b equal parts: understand a
fraction a/b as the quantity formed by a parts of size 1/b.
20. TASK:
Locate 1 on the number line. Label the point.
Be exact as possible.
While it is not necessary to name all of the intervals on the number line, many students
may do so .
21. TASK:
Locate 1 on the number line. Label the point.
Be exact as possible.
While it is not necessary to name all of the intervals on the number line,
many students may do so .
22. Other Helpful Considerations for Understanding
Fractions
• Fraction Basic Vocabulary (denominator)
• 2 is pronounced “half”
• 3 is pronounced “third”
• 4 is pronounced “fourth” (or “quarter”)
• 5 is pronounced “fifth”
• 6 is pronounced “sixth”
• 7 is pronounced “seventh”
• 8 is pronounced “eighth”
• 9 is pronounced “ninth”
• 10 is pronounced “tenth,” and so on.
• Where do we see and use fractions
in our daily lives?
• Support Strategy: The use of
pictures provides students with
realia for understanding
fractions
• Wholes vs. Holes
• Use visual images that support
all learners for understanding
this concept.
23. Equivalent Fractions
• The meaning of fraction equivalence
• The equivalence of whole numbers and fractions
• Explaining fraction equivalence in general
24. Adjectives vs. Nouns
(Adapted from Kathy Richardson, NCTM 2008)
• Young children initially consider numbers as adjectives or descriptors
• 9 bears
• 6 cookies
• 20 students
• Eventually, they come to understand numbers as nouns or concepts
9 is …
• half of 18,
• It is 1 less than 10,
• It is 4.5 doubled,
• It is 3 squared,
• It is the square root of 81,
• ………..?
25. Adjectives vs. nouns (continued)
• Students need opportunities to transition from considering fractions as adjectives
1/2 of a pizza
3/4 of an hour
2/3 of a cup
• to considering them as nouns
5/8 is…
a little more than 1/2, but less than 1
It is 3/8 less than 1
It is equivalent to 10/16
It is twice 5/16
It is half of 1¼
……………?
26. Which is bigger . . .
𝟏
𝟑
𝒐𝒓
𝟏
𝟖
?
Source - https://www.youtube.com/watch?v=g0nuomCCu9A
27. It’s Your Turn!
Create a Lesson that supports, develops, reinforces, applies
or extends understanding of fractions
Components for the
Mini-Lesson
• at least one math manipulative
• CCSS-M (math standard)
• Standard(s) for Mathematical
Practice
• Interdisciplinary connection/s
• Independent/pair/small
group/whole group?
• How will students communicate
mathematically?
28. Need Interactive and
eResources?• http://www.debbiewaggoner.com/math.html
• http://http://www.readtennessee.org/
• http://www.corestandards.org
• https://ccgpsmathematicsk-5.wikispaces.com/
• http://www.k-5mathteachingresources.com/
• http://www.insidemathematics.org
29. Interactive Resources and eResources
• http://nrich.maths.org/
• www.illustrativemathematics.org
• http://achievethecore.org/category/854/mathematics-lessons
• National Library of Virtual Manipulatives
• https://illuminations.nctm.org
• K-2 Algebra Placement Assessments
• http://www.mathplayground.com/math_manipulatives.html
• https://www.pbslearningmedia.org/asset/mgbh_int_balance/
• Plickers
• Alpha Math Grade 1, Grade 2, Grade 3, Grade 4, and Grade 5
30. Closing
• Processing, Next Steps, Reflections, Questions
"The essence of mathematics is not to make simple things
complicated, but to make complicated things simple."
– Stan Gudder, American mathematician
• Written reflection: Write one action you will take as a result
of today’s exploration of algebraic thinking.
