This document outlines an agenda and goals for a new teacher institute on teaching K-5 math and science. It introduces the presenters and their contact information. The agenda includes discussing favorite numbers, instructional blocks and minutes, Singapore Math and Math in Focus curricula, lesson structure, assessment, and meeting student needs. It also covers pedagogical approaches like concrete-pictorial-abstract, relational understanding, and multiple representations. Curriculum topics like anchoring to 10, number bonds, place value, and lesson structure are examined.
Multiplying 3-digit numbers by 2-digit numbers gemmajoaquin
Multiplying numbers up to 3-digit numbers by 2-digit numbers without regroupings
Multiplying numbers up to 3-digit numbers by 2-digit numbers with regroupings
Multiplying 3-digit numbers by 2-digit numbers gemmajoaquin
Multiplying numbers up to 3-digit numbers by 2-digit numbers without regroupings
Multiplying numbers up to 3-digit numbers by 2-digit numbers with regroupings
Helping Students with PSLE Mathematics_6 February 2010Jimmy Keng
A Seminar for Parents & Tutors
Helping Students with
PSLE Mathematics
6 February 2010
SINGAPOTE TEACHERS’ UNION
Yeap Ban Har
National Institute of Education
Nanyang Technological University
Singapore
Helping Students with PSLE Mathematics_6 February 2010Jimmy Keng
A Seminar for Parents & Tutors
Helping Students with
PSLE Mathematics
6 February 2010
SINGAPOTE TEACHERS’ UNION
Yeap Ban Har
National Institute of Education
Nanyang Technological University
Singapore
Helping Students with PSLE Mathematics_6 February 2010Jimmy Keng
A Seminar for Parents & Tutors
Helping Students with
PSLE Mathematics
6 February 2010
SINGAPOTE TEACHERS’ UNION
Yeap Ban Har
National Institute of Education
Nanyang Technological University
Singapore
Helping Students with PSLE Mathematics_6 February 2010Jimmy Keng
A Seminar for Parents & Tutors
Helping Students with
PSLE Mathematics
6 February 2010
SINGAPOTE TEACHERS’ UNION
Yeap Ban Har
National Institute of Education
Nanyang Technological University
Singapore
Unleash Your Inner Demon with the "Let's Summon Demons" T-Shirt. Calling all fans of dark humor and edgy fashion! The "Let's Summon Demons" t-shirt is a unique way to express yourself and turn heads.
https://dribbble.com/shots/24253051-Let-s-Summon-Demons-Shirt
Hello everyone! I am thrilled to present my latest portfolio on LinkedIn, marking the culmination of my architectural journey thus far. Over the span of five years, I've been fortunate to acquire a wealth of knowledge under the guidance of esteemed professors and industry mentors. From rigorous academic pursuits to practical engagements, each experience has contributed to my growth and refinement as an architecture student. This portfolio not only showcases my projects but also underscores my attention to detail and to innovative architecture as a profession.
Dive into the innovative world of smart garages with our insightful presentation, "Exploring the Future of Smart Garages." This comprehensive guide covers the latest advancements in garage technology, including automated systems, smart security features, energy efficiency solutions, and seamless integration with smart home ecosystems. Learn how these technologies are transforming traditional garages into high-tech, efficient spaces that enhance convenience, safety, and sustainability.
Ideal for homeowners, tech enthusiasts, and industry professionals, this presentation provides valuable insights into the trends, benefits, and future developments in smart garage technology. Stay ahead of the curve with our expert analysis and practical tips on implementing smart garage solutions.
Expert Accessory Dwelling Unit (ADU) Drafting ServicesResDraft
Whether you’re looking to create a guest house, a rental unit, or a private retreat, our experienced team will design a space that complements your existing home and maximizes your investment. We provide personalized, comprehensive expert accessory dwelling unit (ADU)drafting solutions tailored to your needs, ensuring a seamless process from concept to completion.
Transforming Brand Perception and Boosting Profitabilityaaryangarg12
In today's digital era, the dynamics of brand perception, consumer behavior, and profitability have been profoundly reshaped by the synergy of branding, social media, and website design. This research paper investigates the transformative power of these elements in influencing how individuals perceive brands and products and how this transformation can be harnessed to drive sales and profitability for businesses.
Through an exploration of brand psychology and consumer behavior, this study sheds light on the intricate ways in which effective branding strategies, strategic social media engagement, and user-centric website design contribute to altering consumers' perceptions. We delve into the principles that underlie successful brand transformations, examining how visual identity, messaging, and storytelling can captivate and resonate with target audiences.
Methodologically, this research employs a comprehensive approach, combining qualitative and quantitative analyses. Real-world case studies illustrate the impact of branding, social media campaigns, and website redesigns on consumer perception, sales figures, and profitability. We assess the various metrics, including brand awareness, customer engagement, conversion rates, and revenue growth, to measure the effectiveness of these strategies.
The results underscore the pivotal role of cohesive branding, social media influence, and website usability in shaping positive brand perceptions, influencing consumer decisions, and ultimately bolstering sales and profitability. This paper provides actionable insights and strategic recommendations for businesses seeking to leverage branding, social media, and website design as potent tools to enhance their market position and financial success.
1. Katie Costello
K-5 Intervention
kcostell@somsd.k12.nj.us
973-476-8440
Kimberly Beane
K-5 Supervisor of Math & Science
kbeane@somsd.k12.nj.us
973-769-2413
K-5 Math & Science
New Teacher Institute
Welcome!
We re excited to do
math & science with you!
Think of a
number that
has meaning to
you. Build it
with
manipulatives.
2. Agenda
&
Goals
• Favorite
Numbers
and
Describing
Numbers
• Instruc9onal
blocks
and
minutes
• Singapore
Math
&
Math
in
Focus
• Lesson
Structure
• Curriculum
Documents
and
Pacing
• Assessment
and
Progress
Reports
• Mee9ng
individual
student
needs
5. Pedagogy:
C-‐P-‐A
• Concrete
(manipula9ves)
to
• Pictorial
(visual
models
or
drawings)
to
• Abstract
representa9ons
(numbers,
symbols)
Jerome
Bruner’s
research
proved
that
instruc9onal
strategies
build
understanding
for
students
when
they
move
from…
6. Pedagogy:
Rela9onal
Understanding
Richard
Skemp’s
research
proved
that
for
long
term
learning
to
occur
rela,onal
understanding
is
more
successful
than
instrumental
learning.
Rela,onal
Understanding
Instrumental
Understanding
Conceptual
WHY
before
HOW
One
to
One
Correspondence
Quan99es
and
Values
Anchoring
to
10
or
Tens
PART-‐WHOLE
models
Reading
with
understanding
Procedural
How
Oral
Coun9ng
Wri9ng
numbers,
Spelling
numbers
Isolated
steps
or
steps
without
meaning
Phone9c
or
word
calling
7. 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.
Perceptual
Variability
p! /!
q!
z!
?
"
;!
21. Place
Value
Strips
1.
Find
a
partner
to
compose
one
of
these
numbers:
61
42
23
35
14
56
2.
With
your
partner
say
these
about
your
number:
a.
____
tens
and
____
ones
make
_____
b._____
+
_____
=
_______
22. Place
Value
Strips
3.
Find
another
pair
to
add
these
numbers
mentally:
61
+
35
=
42
+
23
=
56
+
14
=
4. Use
the
hundreds
around
the
room
(and
a
partner)
to
make
these
numbers…
142
361
523
435
614
256
23. Place
Value
Strips
5. Come
to
the
front
of
the
room
and
put
the
3-‐digit
numbers
in
order
from
least
to
greatest.
6.
Find
another
pair
to
add
these
numbers
mentally:
435
+
361
=
523
+
142
=
256
+
614
=
30. Linking
Cubes
&
Base
Ten
Blocks
Solve
these
problems
using
base
ten
blocks…
124
+315
579
-‐
432
33
x
4
323
-‐
265
267
+145
31. Place
Value
Discs
Gr.
3-‐4
Solve
these
problems
using
base
ten
blocks…
124
+315
579
-‐
432
33
x
4
323
-‐
265
267
+145
32. Homework
K-‐1
• Number
Sense
Games
or
Hands-‐on
Tasks
• Fact
Games
• ST
Math
Gr.
2-‐5
• FACT
PRACTICE
Online
Games
and
Tasks
(LiveBinder,
Math
in
Focus)
• Extension
word
problems
of
what
has
been
taught
• ST
Math
38. Addi9on
Part-‐Whole
Bar
Model
1.
Allison
jogs
6,860
meters
and
Calvin
jogs
5,470
meters.
How
far
do
they
jog
altogether?
2.
Mr.
Michaels
has
$1,685.
Ms.
Kajy
has
$2928
more
than
Mr.
Michaels.
How
much
money
does
Ms.
Kajy
have?
39. Subtrac9on
Part-‐Whole
Bar
Model
1.
Brad
has
1,300
stamps.
He
has
938
Canadian
stamps
and
the
rest
are
Malaysian.
How
many
Malaysian
stamps
does
Brad
have?
2.
There
are
3,160
books
in
a
shop.
1,226
are
in
English.
817
books
are
in
Spanish
and
the
rest
are
in
French.
How
many
French
books
are
there?
40. Mul9plica9on
Part-‐Whole
Bar
Model
1.
A
refrigerator
costs
5
9mes
as
much
as
a
television.
The
televisions
costs
$429.
How
much
do
they
cost
all
together?
2.
Lilian
sold
114
9ckets
to
the
fair.
Rohani
sold
2
9mes
as
many
9ckets
as
Lilian.
Daquan
sold
3
9mes
as
many
9ckets
as
Lilian.
How
many
9ckets
did
they
sell
all
together?
41. Division
Part-‐Whole
Bar
Model
1.
Desmond
and
Melissa
collect
cards.
They
have
92
cards
in
all.
Melissa
has
three
9mes
as
many
cards
as
Desmond.
How
many
cards
does
Desmond
have?
2.
The
florist
buys
4
boxes
of
carna9ons.
There
are
21
carna9ons
in
each
box.
The
florist
puts
the
carna9ons
into
bouquets
of
6
carna9ons
each.
How
many
bouquets
of
carna9on
are
there?
42. Frac9on
Part-‐Whole
Bar
Model
1.
Rachel
bakes
a
pie
for
her
friends.
Priscilla
eats
2/6
of
the
pie
and
gives
the
rest
to
Tom.
How
much
pie
did
Tom
get?
2.
Three
friends
share
a
grapefruit.
Elena
at
1/3
of
the
grapefruit.
Lee
at
1/9
of
the
grapefruit.
Sara
at
4/9
of
the
grapefruit.
What
frac9on
of
the
grapefruit
did
they
eat
altogether?
44. Differen,a,on
vs.
Individualiza,on
60
Minute
Math
Lesson
30
Minute
Individualized
Math
Instruc9on
Follows
curriculum
Covers
all
standards
New
content
Similar,
,ered
tasks
Same
concept
for
all
Meets
child
where
he/she
is
Focuses
on
founda,onal
skills
Familiar
content
Individualized
tasks
Concepts
individualized
45. Kim’s
Math
PD
Resources
Find
ALL
of
Kim’s
PowerPoints
by
searching
Kbeane
on
SlideShare.net.
hjp://www.slideshare.net/KimberlyBeane/presenta9ons
Find
ALL
of
Kim’s
STEM
LiveBinders
by
searching
Kbeane
on
LiveBinders.com
hjp://www.livebinders.com/shelf/search_display_author?
terms=KBeane
Follow
Kim’s
educa9onal
research,
policy,
and
STEM
tweets
@KimberlyLBeane
For
STEM
updates,
PD
discussions,
and
general
collegiality
friend
Kimberly
Beane
on
Facebook