This document provides an overview of a webinar for fifth grade teachers on the CCGPS unit for order of operations and whole numbers. The webinar will focus on the big ideas, standards, and resources for the unit. Teachers will learn about navigating a CCGPS unit, new aspects of the frameworks, and strategies for developing students' number sense. They will also discuss tools for teaching number operations and developing mathematical understanding.
This webinar provided an overview of the 4th grade CCGPS mathematics unit on whole numbers, place value, and rounding in computation. The big idea of the unit is to deepen understanding of place value and its usefulness in estimation and computation. Resources were shared for exploring strategies for teaching key concepts like multi-digit multiplication and comparing fractions. Feedback was requested to help improve future unit-by-unit webinars. Participants were also encouraged to join a wiki for ongoing discussion of CCGPS mathematics.
This document provides an overview and agenda for a webinar on the Common Core Georgia Performance Standards (CCGPS) Mathematics for second grade, unit 1 on extending base ten understanding. The webinar will begin at 3:15 pm and participants are instructed to configure their audio and download any documents. The session will focus on the specific grade level and unit, discuss the big ideas and enduring understandings, and provide resources and strategies for teaching the content. A list of resources will be shared and feedback from participants is requested to help improve future unit-by-unit webinars.
This webinar provided an overview of the 3rd grade CCGPS Unit 1 on number and operations in base ten. It discussed the big ideas of developing a deep understanding of place value and its usefulness in estimation and computation. Resources on teaching strategies, examples, assessments, and professional development were provided. Participants were encouraged to read the standards and unit, discuss them with colleagues, and provide feedback on the wiki page to help improve future webinars.
The document discusses four categories of reasoning that teachers demonstrated when deciding how to respond to students who need help solving problems: 1) the student's mathematical thinking, 2) the teacher's mathematical thinking, 3) the student's affect, and 4) general teaching moves. It analyzes sample responses from teachers who watched a video of a student, Rex, solving math problems. The best response focused on Rex's mathematical thinking by noting strategies he used and how to build on that thinking, while others focused more on teaching strategies or Rex's emotions.
This document provides a summary of a webinar about the first grade CCGPS mathematics unit on creating routines using data. The webinar focused on the big ideas, standards, and examples for the unit. It also discussed tools for developing number sense, examples for assessment, and a list of resources for teaching the CCGPS. The presenter emphasized developing a deep understanding of quantity, relationships among numbers, and representations of number.
Using Manipulatives to Help Students Develop Common Core Math MasterySmart Ed
This document outlines an agenda for a workshop on using manipulatives to help students develop mastery of Common Core math standards. The agenda includes an introduction, discussing the importance of manipulatives, examining PISA test results, exploring manipulatives for operations like addition and multiplication, creating mini-lessons, discussing fraction sense, and having a question and answer period. Participants will explore different manipulatives and create mini-lessons incorporating them. The document provides examples of how students can use manipulatives to model solutions for basic math facts and strategies for fractions. Guidelines are given for implementing the concrete-representational-abstract approach to teaching math concepts.
- The webinar focused on the CCGPS for kindergarten mathematics unit 1 on counting with friends.
- The big idea of unit 1 is developing a deep understanding of quantity, relationships among numbers, and representation of number.
- Resources and tools for teaching number sense such as dot cards, number cubes, and collections were discussed.
Math Resources! Problems, tasks, strategies, and pedagogy. An hour of my 90-min session on math task design at Cal Poly Pomona for a group of teachers (mainly elementary school).
This webinar provided an overview of the 4th grade CCGPS mathematics unit on whole numbers, place value, and rounding in computation. The big idea of the unit is to deepen understanding of place value and its usefulness in estimation and computation. Resources were shared for exploring strategies for teaching key concepts like multi-digit multiplication and comparing fractions. Feedback was requested to help improve future unit-by-unit webinars. Participants were also encouraged to join a wiki for ongoing discussion of CCGPS mathematics.
This document provides an overview and agenda for a webinar on the Common Core Georgia Performance Standards (CCGPS) Mathematics for second grade, unit 1 on extending base ten understanding. The webinar will begin at 3:15 pm and participants are instructed to configure their audio and download any documents. The session will focus on the specific grade level and unit, discuss the big ideas and enduring understandings, and provide resources and strategies for teaching the content. A list of resources will be shared and feedback from participants is requested to help improve future unit-by-unit webinars.
This webinar provided an overview of the 3rd grade CCGPS Unit 1 on number and operations in base ten. It discussed the big ideas of developing a deep understanding of place value and its usefulness in estimation and computation. Resources on teaching strategies, examples, assessments, and professional development were provided. Participants were encouraged to read the standards and unit, discuss them with colleagues, and provide feedback on the wiki page to help improve future webinars.
The document discusses four categories of reasoning that teachers demonstrated when deciding how to respond to students who need help solving problems: 1) the student's mathematical thinking, 2) the teacher's mathematical thinking, 3) the student's affect, and 4) general teaching moves. It analyzes sample responses from teachers who watched a video of a student, Rex, solving math problems. The best response focused on Rex's mathematical thinking by noting strategies he used and how to build on that thinking, while others focused more on teaching strategies or Rex's emotions.
This document provides a summary of a webinar about the first grade CCGPS mathematics unit on creating routines using data. The webinar focused on the big ideas, standards, and examples for the unit. It also discussed tools for developing number sense, examples for assessment, and a list of resources for teaching the CCGPS. The presenter emphasized developing a deep understanding of quantity, relationships among numbers, and representations of number.
Using Manipulatives to Help Students Develop Common Core Math MasterySmart Ed
This document outlines an agenda for a workshop on using manipulatives to help students develop mastery of Common Core math standards. The agenda includes an introduction, discussing the importance of manipulatives, examining PISA test results, exploring manipulatives for operations like addition and multiplication, creating mini-lessons, discussing fraction sense, and having a question and answer period. Participants will explore different manipulatives and create mini-lessons incorporating them. The document provides examples of how students can use manipulatives to model solutions for basic math facts and strategies for fractions. Guidelines are given for implementing the concrete-representational-abstract approach to teaching math concepts.
- The webinar focused on the CCGPS for kindergarten mathematics unit 1 on counting with friends.
- The big idea of unit 1 is developing a deep understanding of quantity, relationships among numbers, and representation of number.
- Resources and tools for teaching number sense such as dot cards, number cubes, and collections were discussed.
Math Resources! Problems, tasks, strategies, and pedagogy. An hour of my 90-min session on math task design at Cal Poly Pomona for a group of teachers (mainly elementary school).
Change is happening in Pre-College Mathematics! Pressure is mounting to get students into certification and degree bearing tracks. The GED now demands more conceptual math understanding as well as more algebraic content. How Can Faculty Address These Shifts? After a brief overview of institutional responses, Carren Walker of Collaborative for Ambitious Mathematics presents online resources to support teachers who seek to change both content and pedagogy in their courses, with a focus on active learning and formative assessment and specific examples of tasks and approaches. Watch the Blackboard Collaborate Recording of "Transforming the Classroom through the Standards for Mathematical Practice."
JiTT - Blended Learning Across the Academy - Teaching Prof. Tech - Oct 2015Jeff Loats
This document summarizes a presentation on implementing Just-in-Time Teaching (JiTT), a blended learning strategy. The presentation provides an overview of JiTT, shares data from courses that have used JiTT showing increased student preparation and performance, and offers recommendations for getting started with JiTT. Sample JiTT questions are also presented along with student responses to demonstrate how the strategy works.
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.
This document provides a course syllabus for QRB 501 Quantitative Reasoning for Business. The course runs from May 8 to June 18. It covers topics such as working with numbers and formulas, business applications including forecasting and indexes, visual representation of quantities including histograms and regression analysis, time value of money, and decision making under uncertainty. Assignments include weekly practice problems, quizzes, discussions, and a final exam. Students are assigned to learning teams for additional assignments including an inventory system summary and proposal. The syllabus outlines weekly topics, objectives, assignments, and due dates to guide students through the course.
The document describes an approach to integrating ICT in the classroom called "The Easy(ier) Way" that aims to reduce stress for teachers. It involves using three standalone Macs that three students at a time are taught to use basic software like KidPics and Instant Alpha. The students then teach the software to another student, becoming teachers themselves. This allows the teacher to focus on classroom instruction while students learn ICT skills through peer-to-peer learning with minimal support needed. The approach is described as reducing stress, allowing more time for classwork, and resulting in real learning without technology break downs.
An alternative learning experience in transition level mathematicsDann Mallet
QUT Mathematical Sciences Seminar series, November 1 2013
Traditionally at QUT, mathematics and statistics are taught using a face-to-face lecture/tutorial model involving large lecture classes for around 1/2 to 3/4 of the time and smaller group tutorials for the remainder of the time. This is also one of the main models for teaching at other campus-based institutions. Recently, in response to (learning) technology advances and changes in the ways learners seek education, QUT has made a significant commitment to a “Digital Transformation” project across the university. In this seminar I will present a technical overview, with some demonstrations, of a pilot project that seeks to investigate how digital transformation might work in a QUT mathematics or statistics subject. In particular, I will discuss the use of tablet PC technology and specialist software to produce video learning packages. This approach has been trialled in a transition level mathematics unit this semester. I will also cover integration of these learning packages with QUTs Learning Management System “Blackboard”. This seminar is a technical preview to another talk I will give early in the new year that will look at the impact of the altered learning experience on student outcomes, feedback and the unit itself.
Teacher-Scholar Forum - Just in Time Teaching - feb 2013 - jeff loatsJeff Loats
The document describes Just in Time Teaching (JiTT), a 21st century teaching technique where students complete online pre-class assignments and the instructor modifies lessons based on students' responses. JiTT aims to increase student preparation, communication between students and instructors, student ownership of learning, and a collaborative learning community. Research shows JiTT improves student learning outcomes, class engagement, and effective use of study time compared to traditional lecturing.
1) Teachers were asked to complete an item analysis tool to identify the most missed items on assessments and analyze possible student misconceptions. They were also to consider tasks that could help develop student understanding.
2) The group discussed creating rich learning experiences aligned to the Common Core State Standards, including using higher-order thinking skills and mathematical practices like problem-solving.
3) Attendees were given strategies for modifying questioning practices to better engage students in the Standards, such as asking "what if" questions or having students generate their own questions from answers.
The document discusses I-BEST, an integrated basic education and skills training program that helps students 17 and older finish their GED or Work Keys certification while also taking career-specific classes over two semesters to earn college credits, with the goal of helping students prepare for STEM careers through non-traditional education pathways.
An introduction to team based learning.
Prepared for Human Performance Technology course.
Presented at Multimedia University, Malaysia by Ali Mohammad Hossein Zadeh, 2012.
Tips and Tricks for Teaching Math OnlineFred Feldon
The document provides tips for teaching math online from an instructor at Coastline Community College. It discusses that most students take online classes for flexibility and convenience. Success and retention rates for online math are equal to or better than traditional classes. While preparing for online classes takes more time upfront, technologies can help automate grading and allow for easy updates. Building an online community through discussion boards and acknowledging student work is important for retention. Formative assessments, projects, and strict testing policies help prevent cheating.
This document provides resources for teaching fractions to 3rd grade students using technology. It includes rationales for integrating technology, such as enhancing lessons and student understanding through visuals. The document then summarizes various online resources like blogs, videos, games and worksheets that can be used for fraction instruction and practice. These resources allow students to learn fractions interactively in order to build their skills in a fun and engaging way.
eLCC - Just-in-Time Teaching - April 2014Jeff Loats
This document outlines the Just in Time Teaching (JiTT) instructional strategy. JiTT involves students completing online pre-class assignments or "warm-ups" containing conceptual questions about upcoming course material. The instructor reviews student responses just before class to modify their lesson plan based on student understanding. In class, responses are discussed to provide feedback and clarify misunderstandings. Research shows JiTT improves student preparation, engagement, attendance, and learning compared to traditional lectures. The document reviews evidence supporting JiTT's effectiveness and addresses implementation considerations.
Using Blackboard to support team-based learning: delivery and rolloutBlackboardEMEA
Team-based learning (TBL) is a teaching and learning technique that is being used increasingly in professional and higher education. The approach is structured, involving pre-study by students, quizzing to assess understanding, and peer-to-peer learning via team and class discussion. It is also scalable; a single member of teaching staff can run a highly interactive learning session for a large class and usually forms part of the summative assessment for the
course.
This session will provide a brief introduction to the TBL process and describe how delivery of TBL can be supported by the use of learning technology, in particular Blackboard Learn tools. In fact, the presentation could be subtitled ‘How many Blackboard tools can be used in a single learning activity?’
Finally, I will describe how a generic course package can be prepared, including all elements of the learning design of a TBL session, for easy redeployment in other Blackboard courses. The course package not only captures the technical elements of the session, but also elements of pedagogy and best practice.
This document discusses designing quality open-ended tasks in mathematics. It provides two methods for creating open-ended questions: working backwards from a closed question and adapting a standard question. Good open-ended tasks engage all students, allow for diverse responses, and enable teachers to interact with and understand students' mathematical thinking. When planning open-ended tasks, teachers should consider the mathematical focus, clarity of the task, and include enabling and extending prompts. High quality student responses systematically consider all possible solutions and make connections across mathematical concepts.
Have you ever dreamed of teaching a pre-calculus level course where the algebraic manipulation is de-emphasized and the emphasis is shifted to conceptual understanding and practical skills that directly apply to transfer classes? Learn how your wishes can come true by making simple changes around curriculum, pedagogy, and technology.
This document discusses five authentic assessment strategies for math: 1) Give students formula sheets and access to technology resources, as they would have in real workplaces. 2) Assign video demonstrations and assess if students can explain concepts. 3) Use oral assessments through scheduled short exams to assess problem solving skills. 4) Give students agency by asking open-ended questions about what they know rather than specific questions. 5) Use elaborations to encourage innovative thinking by asking students to show different solutions, relate concepts to other topics, or hypothesize changes to problems.
Tips And Tricks for Teaching Math Online 2Fred Feldon
The document provides tips and strategies for teaching math online effectively. It discusses why students take online classes, success and retention rates being equal to or better than traditional classes. Key differences in teaching online include increased flexibility but also a learning curve and more time required. Using a course management system is recommended over building a course from scratch. Strategies for building a community of learners, supplementing the course with original materials, and preventing cheating are also outlined.
Expand Your Toolkit: Teacher Strategies for Deeper Math LearningDreamBox Learning
The road to conceptual understanding in mathematics is difficult. Through this journey, our students are required to demonstrate this understanding at every step. With the integration of technology in the classroom, blended learning can support student growth and understanding in math.
Of course, preparing students to model math concepts is problematic if teachers are struggling with the concepts themselves. Blended classrooms can provide support for both the learner and teacher. Want to learn how?
In this webinar, Courtney Foreman showed you how to expand your teaching toolkit by exploring new strategies and techniques for introducing traditionally difficult mathematics concepts to your students. Explore tools to promote the following in your blended classroom:
How to implement tasks that promote reasoning and problem-solving
How to use and connect mathematical representations
How to build procedural fluency from conceptual understanding
The document provides an overview of the structure and major components of the Common Core State Standards for Mathematics (CCSSM). It discusses the Standards for Mathematical Practice, the organization of the grade-level content standards into domains and clusters, how the content standards develop across grade levels with increasing rigor and depth, and the interconnections between the different domains. The article aims to help teachers understand the CCSSM as they begin implementing the new standards.
This document provides an overview for the Kindergarten mathematics standards in Georgia. It includes a curriculum map and pacing guide divided into 7 units over the year. It describes the standards of mathematical practice and content standards. It also discusses instructional frameworks, unpacking tasks, routines, questions for teachers, and depth of knowledge. Additional resources are listed.
Change is happening in Pre-College Mathematics! Pressure is mounting to get students into certification and degree bearing tracks. The GED now demands more conceptual math understanding as well as more algebraic content. How Can Faculty Address These Shifts? After a brief overview of institutional responses, Carren Walker of Collaborative for Ambitious Mathematics presents online resources to support teachers who seek to change both content and pedagogy in their courses, with a focus on active learning and formative assessment and specific examples of tasks and approaches. Watch the Blackboard Collaborate Recording of "Transforming the Classroom through the Standards for Mathematical Practice."
JiTT - Blended Learning Across the Academy - Teaching Prof. Tech - Oct 2015Jeff Loats
This document summarizes a presentation on implementing Just-in-Time Teaching (JiTT), a blended learning strategy. The presentation provides an overview of JiTT, shares data from courses that have used JiTT showing increased student preparation and performance, and offers recommendations for getting started with JiTT. Sample JiTT questions are also presented along with student responses to demonstrate how the strategy works.
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.
This document provides a course syllabus for QRB 501 Quantitative Reasoning for Business. The course runs from May 8 to June 18. It covers topics such as working with numbers and formulas, business applications including forecasting and indexes, visual representation of quantities including histograms and regression analysis, time value of money, and decision making under uncertainty. Assignments include weekly practice problems, quizzes, discussions, and a final exam. Students are assigned to learning teams for additional assignments including an inventory system summary and proposal. The syllabus outlines weekly topics, objectives, assignments, and due dates to guide students through the course.
The document describes an approach to integrating ICT in the classroom called "The Easy(ier) Way" that aims to reduce stress for teachers. It involves using three standalone Macs that three students at a time are taught to use basic software like KidPics and Instant Alpha. The students then teach the software to another student, becoming teachers themselves. This allows the teacher to focus on classroom instruction while students learn ICT skills through peer-to-peer learning with minimal support needed. The approach is described as reducing stress, allowing more time for classwork, and resulting in real learning without technology break downs.
An alternative learning experience in transition level mathematicsDann Mallet
QUT Mathematical Sciences Seminar series, November 1 2013
Traditionally at QUT, mathematics and statistics are taught using a face-to-face lecture/tutorial model involving large lecture classes for around 1/2 to 3/4 of the time and smaller group tutorials for the remainder of the time. This is also one of the main models for teaching at other campus-based institutions. Recently, in response to (learning) technology advances and changes in the ways learners seek education, QUT has made a significant commitment to a “Digital Transformation” project across the university. In this seminar I will present a technical overview, with some demonstrations, of a pilot project that seeks to investigate how digital transformation might work in a QUT mathematics or statistics subject. In particular, I will discuss the use of tablet PC technology and specialist software to produce video learning packages. This approach has been trialled in a transition level mathematics unit this semester. I will also cover integration of these learning packages with QUTs Learning Management System “Blackboard”. This seminar is a technical preview to another talk I will give early in the new year that will look at the impact of the altered learning experience on student outcomes, feedback and the unit itself.
Teacher-Scholar Forum - Just in Time Teaching - feb 2013 - jeff loatsJeff Loats
The document describes Just in Time Teaching (JiTT), a 21st century teaching technique where students complete online pre-class assignments and the instructor modifies lessons based on students' responses. JiTT aims to increase student preparation, communication between students and instructors, student ownership of learning, and a collaborative learning community. Research shows JiTT improves student learning outcomes, class engagement, and effective use of study time compared to traditional lecturing.
1) Teachers were asked to complete an item analysis tool to identify the most missed items on assessments and analyze possible student misconceptions. They were also to consider tasks that could help develop student understanding.
2) The group discussed creating rich learning experiences aligned to the Common Core State Standards, including using higher-order thinking skills and mathematical practices like problem-solving.
3) Attendees were given strategies for modifying questioning practices to better engage students in the Standards, such as asking "what if" questions or having students generate their own questions from answers.
The document discusses I-BEST, an integrated basic education and skills training program that helps students 17 and older finish their GED or Work Keys certification while also taking career-specific classes over two semesters to earn college credits, with the goal of helping students prepare for STEM careers through non-traditional education pathways.
An introduction to team based learning.
Prepared for Human Performance Technology course.
Presented at Multimedia University, Malaysia by Ali Mohammad Hossein Zadeh, 2012.
Tips and Tricks for Teaching Math OnlineFred Feldon
The document provides tips for teaching math online from an instructor at Coastline Community College. It discusses that most students take online classes for flexibility and convenience. Success and retention rates for online math are equal to or better than traditional classes. While preparing for online classes takes more time upfront, technologies can help automate grading and allow for easy updates. Building an online community through discussion boards and acknowledging student work is important for retention. Formative assessments, projects, and strict testing policies help prevent cheating.
This document provides resources for teaching fractions to 3rd grade students using technology. It includes rationales for integrating technology, such as enhancing lessons and student understanding through visuals. The document then summarizes various online resources like blogs, videos, games and worksheets that can be used for fraction instruction and practice. These resources allow students to learn fractions interactively in order to build their skills in a fun and engaging way.
eLCC - Just-in-Time Teaching - April 2014Jeff Loats
This document outlines the Just in Time Teaching (JiTT) instructional strategy. JiTT involves students completing online pre-class assignments or "warm-ups" containing conceptual questions about upcoming course material. The instructor reviews student responses just before class to modify their lesson plan based on student understanding. In class, responses are discussed to provide feedback and clarify misunderstandings. Research shows JiTT improves student preparation, engagement, attendance, and learning compared to traditional lectures. The document reviews evidence supporting JiTT's effectiveness and addresses implementation considerations.
Using Blackboard to support team-based learning: delivery and rolloutBlackboardEMEA
Team-based learning (TBL) is a teaching and learning technique that is being used increasingly in professional and higher education. The approach is structured, involving pre-study by students, quizzing to assess understanding, and peer-to-peer learning via team and class discussion. It is also scalable; a single member of teaching staff can run a highly interactive learning session for a large class and usually forms part of the summative assessment for the
course.
This session will provide a brief introduction to the TBL process and describe how delivery of TBL can be supported by the use of learning technology, in particular Blackboard Learn tools. In fact, the presentation could be subtitled ‘How many Blackboard tools can be used in a single learning activity?’
Finally, I will describe how a generic course package can be prepared, including all elements of the learning design of a TBL session, for easy redeployment in other Blackboard courses. The course package not only captures the technical elements of the session, but also elements of pedagogy and best practice.
This document discusses designing quality open-ended tasks in mathematics. It provides two methods for creating open-ended questions: working backwards from a closed question and adapting a standard question. Good open-ended tasks engage all students, allow for diverse responses, and enable teachers to interact with and understand students' mathematical thinking. When planning open-ended tasks, teachers should consider the mathematical focus, clarity of the task, and include enabling and extending prompts. High quality student responses systematically consider all possible solutions and make connections across mathematical concepts.
Have you ever dreamed of teaching a pre-calculus level course where the algebraic manipulation is de-emphasized and the emphasis is shifted to conceptual understanding and practical skills that directly apply to transfer classes? Learn how your wishes can come true by making simple changes around curriculum, pedagogy, and technology.
This document discusses five authentic assessment strategies for math: 1) Give students formula sheets and access to technology resources, as they would have in real workplaces. 2) Assign video demonstrations and assess if students can explain concepts. 3) Use oral assessments through scheduled short exams to assess problem solving skills. 4) Give students agency by asking open-ended questions about what they know rather than specific questions. 5) Use elaborations to encourage innovative thinking by asking students to show different solutions, relate concepts to other topics, or hypothesize changes to problems.
Tips And Tricks for Teaching Math Online 2Fred Feldon
The document provides tips and strategies for teaching math online effectively. It discusses why students take online classes, success and retention rates being equal to or better than traditional classes. Key differences in teaching online include increased flexibility but also a learning curve and more time required. Using a course management system is recommended over building a course from scratch. Strategies for building a community of learners, supplementing the course with original materials, and preventing cheating are also outlined.
Expand Your Toolkit: Teacher Strategies for Deeper Math LearningDreamBox Learning
The road to conceptual understanding in mathematics is difficult. Through this journey, our students are required to demonstrate this understanding at every step. With the integration of technology in the classroom, blended learning can support student growth and understanding in math.
Of course, preparing students to model math concepts is problematic if teachers are struggling with the concepts themselves. Blended classrooms can provide support for both the learner and teacher. Want to learn how?
In this webinar, Courtney Foreman showed you how to expand your teaching toolkit by exploring new strategies and techniques for introducing traditionally difficult mathematics concepts to your students. Explore tools to promote the following in your blended classroom:
How to implement tasks that promote reasoning and problem-solving
How to use and connect mathematical representations
How to build procedural fluency from conceptual understanding
The document provides an overview of the structure and major components of the Common Core State Standards for Mathematics (CCSSM). It discusses the Standards for Mathematical Practice, the organization of the grade-level content standards into domains and clusters, how the content standards develop across grade levels with increasing rigor and depth, and the interconnections between the different domains. The article aims to help teachers understand the CCSSM as they begin implementing the new standards.
This document provides an overview for the Kindergarten mathematics standards in Georgia. It includes a curriculum map and pacing guide divided into 7 units over the year. It describes the standards of mathematical practice and content standards. It also discusses instructional frameworks, unpacking tasks, routines, questions for teachers, and depth of knowledge. Additional resources are listed.
This document provides the March 2011 version of the Grade 4 Model Curriculum for Mathematics in Ohio. It outlines the focus areas or "domains" for Grade 4 including operations and algebraic thinking, number and operations in base ten, number and operations with fractions, measurement and data, and geometry. For each domain, it lists the relevant clusters or topics and standards, and provides instructional strategies and resources to help teach the concepts and standards. The goal is to provide guidance for teaching the key skills and concepts in mathematics for fourth grade.
This document discusses using writing to deepen student learning in mathematics. It argues that writing helps students learn mathematics by requiring them to organize and explain their thoughts. The document outlines research showing writing improves learning across content areas. It provides strategies teachers can use to incorporate the key elements of effective writing instruction, such as teaching revision techniques, into mathematics lessons. The document asserts writing should be an integral part of mathematics education according to national standards.
This document discusses generating math discourse to support student learning. It begins by defining discourse as communication about mathematical ideas, as shaped by classroom tasks and environment. Next, it examines discourse through the lens of the Common Core standards, which emphasize conceptual understanding and justification. The document then outlines five teaching practices to improve discourse: using talk moves, effective questioning, building on student thinking, setting a supportive environment, and orchestrating discussions. It provides examples for implementing each practice and concludes by reflecting on discourse from kindergarten and second grade classrooms.
This document provides background research supporting key elements of the Common Core State Standards, specifically regarding text complexity and its importance. It summarizes research showing that while reading demands in college, careers, and life have remained steady or increased over the past 50 years, the complexity of K-12 texts has declined. Additionally, little attention has been paid to students' ability to read complex texts independently by the time they graduate high school, leaving them unprepared for postsecondary reading requirements. The document advocates increasing text complexity in K-12 standards to better prepare students for future demands.
The document summarizes an article that discusses how to analyze Common Core State Standards for Mathematics (CCSSM) and compare them to previous standards and objectives. It provides an example of unpacking CCSSM Standard 3.NF.1, which involves identifying fractions as equal parts of a whole. The summary unpacks the standard into its essential components: prerequisite knowledge, understanding, knowledge, and skills. It also discusses selecting tasks to teach the standard, implementing tasks in the classroom, and using students' responses to tasks to inform instruction.
This document provides an alignment of the 4th grade Common Core Georgia Performance Standards (CCGPS) for English Language Arts and the previous 4th grade Georgia Performance Standards (GPS). It compares the standards across three domains: Reading Literary, Reading Informational, and Reading Foundational. Overall, the document finds that most of the CCGPS standards have equivalents in the GPS that aim for the same learning outcomes. Some standards only have minor similarities, while others match very closely or in nearly all aspects. The document is intended to help with the transition from the GPS to the CCGPS.
The document provides an overview of the key components of the Common Core State Standards for Mathematics (CCSSM). It discusses the Standards for Mathematical Practice, the structure of the grade-level content standards, how the content standards develop across grades, and the interconnections between the different domains within the CCSSM. The overview examines major ideas that will influence implementation of the new standards.
This document provides an agenda and contact information for an EDU320 course taught by Dr. Jennifer C. Walts. The agenda includes welcoming remarks, student introductions, an overview of the course calendar and expectations, presentations, and a final paper. Contact information is given for Dr. Walts' blog, home phone, cell phone, and email.
This document provides an overview and guidance for a third grade mathematics unit on number and operations in base ten. It includes key standards, enduring understandings, essential questions, concepts and skills, and example tasks. The unit focuses on place value, rounding, addition, subtraction, and multiplication of whole numbers within 1,000. It also covers creating and interpreting picture graphs, bar graphs, and other data displays. Sample tasks involve word problems, mental math strategies, and using graphs to solve "how many more/less" comparison problems.
Social media has grown rapidly in the 21st century and is now an important channel for companies to communicate with customers. It provides an easy and cheap way for companies to reach large audiences. This document discusses how social media is part of a company's marketing communication mix and enables bidirectional communication between companies and consumers. It also presents the main research problem of examining the role of word-of-mouth communication and social media in the marketing strategies of an education technology company.
This document outlines the 1st Grade English Language Arts Common Core Georgia Performance Standards. It includes standards for reading literary and informational texts, foundational reading skills, writing, and speaking and listening. The standards cover key details, craft and structure, integration of knowledge, range of reading complexity, the writing process, research, comprehension and collaboration, and presenting knowledge.
This document provides exemplar texts and sample performance tasks to support the Common Core State Standards for English Language Arts. It contains excerpts from stories, poems, and informational texts that are appropriately complex for each grade band from K-1 through 11th grade. The introduction explains the criteria used for selecting texts, including complexity, quality, range, and securing necessary copyright permissions. The document is organized by grade band, with exemplar texts divided by genre and accompanied by brief sample performance tasks related to specific Reading standards.
This document provides resources for a third grade live-streaming professional learning session on figurative language. It includes an example poem, questions about the poem, additional texts that could be used, and more rigorous writing prompts. It also includes examples of science and history texts, as well as suggestions for vocabulary study, to illustrate how to teach across disciplines. The focus is on moving beyond surface-level comprehension questions to more rigorous analysis of texts using different disciplinary lenses.
The document summarizes changes to assessments in Georgia as the state transitions to the Common Core State Standards and the PARCC assessment. It discusses how PARCC will be administered four times per year, with the first two being formative and the third and fourth being summative. It outlines how Georgia will gradually transition from the CRCT to PARCC over three years, starting with embedding Common Core and PARCC questions into the CRCT in 2013 and 2014 before fully transitioning to PARCC in 2015. The document also notes how text complexity on the CRCT will increase over the next three years to better prepare students for PARCC and college/career readiness.
This document provides an overview of four model course pathways for high school mathematics based on the Common Core State Standards:
1. A traditional pathway with two algebra courses and a geometry course.
2. An integrated pathway with three courses each including number, algebra, geometry, probability, and statistics.
3. A compacted version of the traditional pathway completing 7th grade, 8th grade and Algebra I content by 8th grade.
4. A compacted version of the integrated pathway completing 7th grade, 8th grade and Mathematics I content by 8th grade.
The pathways are intended to organize the high school standards into coherent courses that prepare students for college and careers while allowing flexibility for
This PowerPoint by Dr. Dee McKinney & Katie Shepard was presented as a workshop for the East Georgia State College Center for Teaching & Learning for interested faculty & staff in January 2018.
This document provides an overview and instructions for various inclusion strategies for science classrooms including:
1) Unpacking standards to identify the essential content and cognitive level for lessons.
2) Using a 5E co-teaching lesson plan format and different co-teaching models.
3) The LINCS vocabulary strategy which uses reminding words, stories and pictures to help students learn definitions.
4) Concept comparison routines like FRAME and comparison tables to compare topics.
5) Using interactive science notebooks to engage students and document their learning.
Principal’s Guide to Supporting Transition and Implementation of the CCSS in ...DreamBox Learning
As an elementary school administrator, you are tasked with supporting the transition to the Common Core State Standards (CCSS). Though it’s a challenge, it also is a tremendous opportunity. The instructional seeds planted and nurtured at the elementary school level become the mathematical foundation of the college and career readiness intent of the Common Core State Standards.
Join Dr. Francis “Skip” Fennell for a lively presentation with open Q&A around the latest thinking on the CCSS and implementation. Skip helps you determine what is most important for student learning as well as how you can best support your teachers and classrooms during this transition. His overview session covers leadership priorities, knowing and understanding the standards, action items for successful implementation, along with next steps and key takeaways.
LBIS Professional Development Day 21/09/12davidjjenkins
This document provides an overview of a professional development day focused on 21st century education. It discusses using inquiry-based approaches and differentiating instruction to meet diverse student needs. Presenters will cover integrating technology and applying educational theory to practice. Teachers will participate in activities exploring the five senses in education and Bloom's taxonomy. Breakout sessions will address how to design inquiry-based units, assess student learning, and incorporate technology into various subject areas. The goal is to help teachers develop skills for student-centered, technology-rich instruction catering to different learning styles.
This document provides a 5-day lesson plan for teaching middle school students about chronological order and sequencing. The lesson plan addresses state standards on analyzing text structure, defines sequencing, and poses essential questions. Each day focuses on a different component: Day 1 introduces sequencing vocabulary and concepts through explicit instruction. Day 2 models sequencing comprehension through a read aloud. Day 3 provides guided practice sequencing events. Day 4 has independent practice sequencing steps to make a peanut butter and jelly sandwich. Day 5 assesses sequencing understanding and connects it to writing importance of sequence.
This document describes methods for creating a welcoming online course environment. It discusses elements like greeting students, setting expectations, using digital tools like polls and surveys, and providing mentoring. It provides examples of welcome modules, course designs that set expectations, and ways to incorporate digital storytelling, avatars, and other tools. It also outlines a guide for student success, examples of feedback, and ideas for faculty development programs including workshops, institutes, and individual consultation.
The document discusses key principles of the Common Core State Standards for mathematics education:
1) There should be a focus on depth over breadth, spending more time on fewer topics to allow for deeper understanding rather than a "mile wide, inch deep" approach.
2) Mathematics curriculum should be coherent, with concepts building on each other across grades in a logical progression.
3) The goal of mathematics problems given to students should be for students to learn mathematics concepts and skills, not just get the right answer. Answers are part of the learning process, not the end goal.
This document summarizes the agenda for Session Two of an Ed Psy 510 course. It includes the following:
1) Continuing an activity from the previous class called "2 Truths and a Lie" and breaking into small groups for discussion.
2) Preparing interview questions for school principals about their School Improvement Plans (SIPs).
3) Learning about visual models for assessment like Love's Pyramid and Harvard's Data Wise Cycle.
4) The next class will involve constructing a data pyramid to show how different types of data are prioritized at their schools and sorting cards to understand the stages of the SIP process.
This document provides a 5-day lesson plan for teaching students about sequencing and chronological order. Day 1 involves explicit instruction on sequencing and signal words. Day 2 models sequencing through a read aloud. Day 3 provides guided practice sequencing events and stories. Day 4 has independent practice making and following recipes. Day 5 assesses understanding through a writing assignment connecting sequencing to careers. The goal is for students to understand how determining chronological order is important for comprehension.
Workplace Simulated Courses - Course Technology Computing Conference
Presenter: Angie Rudd & Kelly Hinson, Gaston College
What do our students need to learn to be productive in the workplace, to get a job, what skills do they need? The workplace has changed, leadership has changed, and the future is collaboration. This presentation will discuss the methods and tools used in two online project classes. We will show you how we take our learning outcomes and design online classes to simulate a workplace environment. These courses are designed to give students the most realistic workplace environment that we can in an academic setting. One course teaches Emerging Technologies by using teamwork and collaboration environments. The other course uses the System Development Lifecycle as a guide for students to complete an individual project with feedback and brainstorming from other students. The goals for the session are: demonstrating and discussing collaboration, showing how to include useful teamwork in an online environment, working as a collective team, sharing information and knowledge, encouraging suggestions and ideas, brainstorming, building in frustration on purpose, using peer feedback in projects, enabling team resources, and embracing roles and responsibilities. Attendees will walk away with a template of how to design a course for a workplace environment while meeting the learning objectives of the course.
This document provides an overview of a professional development meeting for teachers focused on inquiry-based teaching and learning. The goals of the meeting are to help teachers develop a focus area and compelling research question to guide an inquiry project aimed at improving instruction. Teachers learn steps to plan the inquiry, including determining assessments and data sources. Forms are introduced to document the inquiry process. Attendees participate in activities to craft their focus question and plan assessments before getting feedback and asking remaining questions.
The document summarizes key points from a focus group discussion on differentiation in teaching. It defines differentiation as identifying the most effective strategies for each learner to reach targets. Differentiation should be seen as integral to learning, not just for struggling students. It can be aimed at whole classes, groups, or individuals. The document lists different categories of differentiation, such as by task, outcome, support, resources, interest, variety of teaching methods, and grouping. It emphasizes the importance of knowing student data like needs and prior attainment to effectively differentiate. Technology tools for homework like Google Forms and Classroom are also discussed.
This document provides an agenda and overview for an education class. The topics covered include balanced literacy programs, reading comprehension strategies, critical thinking activities, social justice lesson planning, and global reading platforms. Learning goals focus on understanding balanced literacy, teaching reading comprehension, using critical inquiry, incorporating multiliteracies, and exploring global reading resources. The class will involve group activities on comprehension strategies, a critical reading activity called "musical chairs", working on social justice lesson plans, and discussions of professional learning articles.
This document contains an agenda for an education planning session. It includes a picture book presentation, a session on planning, and work time for monographs. During the picture book presentation, students complete a peer evaluation. They then discuss different types of planning they saw during placements and any questions about planning. An example of a poor teaching task involving puzzles is described. Principles of backward design and starting with the end in mind are discussed. Different types of planning including long-range, short-term unit plans, and daily/weekly lesson plans are outlined. Effective instructional planning involves considering the teacher, learner, subject matter, and environment. Collaborative planning is discussed using different expertise. Homework involves continuing monograph research and preparation
This document discusses the need to prepare students for the 21st century through digital learning and blended learning models. It argues that the world has become flat, digital and constantly evolving, making skills like communication, adaptability, creativity and independent thinking essential for students. It advocates shifting away from traditional textbook-based instruction towards giving students more control over their learning through complex projects, real-world applications and information literacy. The goal is to measure higher-order engagement rather than just compliance and help students develop both content knowledge and 21st century skills to succeed in today's knowledge economy.
The document summarizes a CLIL training session that covered various topics:
1. The final session included an exam on creating CLIL units, implementation, and evaluation.
2. Participants took a quiz on CLIL and analyzed CLIL activities using Cummins' matrix.
3. Proper planning of CLIL units was discussed, including establishing a vision, context, unit concept and mind map, and selecting appropriate task types and materials.
4. Examples of CLIL activities and assessments were provided, focusing on making activities student-centered, meaningful, and inclusive of multiple intelligences.
The document outlines the indicators used in Georgia's 2013 College and Career Ready Performance Index (CCRPI) for elementary schools, middle schools, and high schools. It provides details on the content mastery, post-education readiness, and other indicators measured for each level. It also lists supplemental "Exceeding the Bar" indicators that schools can earn additional points for achieving.
This professional development plan outlines goals and actions to improve teacher understanding and implementation of Depth of Knowledge (DOK) levels in lesson planning, instruction, and assessment. The plan includes:
1) Training teachers on DOK levels and assessment; 2) Having teacher teams decompose standards to identify DOK levels; 3) Having teachers match identified DOK levels to standards when assessing orally, formatively, and summatively.
4) Observing teachers during instruction to show improvement across observations. 5) Having teacher teams analyze formative and summative assessments for DOK alignment to standards. 6) Revising assessments based on teacher examination and analysis of data to improve assessments and teacher confidence.
This document provides a template for schools to analyze data, identify training needs, justify needs using data, plan actions to address problems, measure results of training, and assign responsibilities. The template is intended as a tool to help schools, teachers, and parents plan rigorous and relevant professional development using data.
This school improvement plan outlines goals, actions, and timelines to improve the school over the 2014-2015 school year. Key targets include organizing teacher training, offering new programs, and monitoring progress on an ongoing basis to ensure the plan's success in enhancing instruction.
This school improvement plan outlines goals, actions, timelines, and resources for the 2014-2015 school year. Key targets include organizing teacher training, offering new programs, and monitoring ongoing initiatives to improve instructional quality and student outcomes. The color coding indicates the status of each item, with green representing completed or ongoing work, yellow signifying items in progress, and red denoting goals that have not yet started.
This school improvement plan outlines goals, actions, and timelines to improve the school over the 2014-2015 school year. Key targets included offering new programs and organizing professional development for teachers, with an emphasis on using resources effectively and monitoring progress to maximize instructional impact.
The document outlines the agenda for EDU 323 Week 2, including discussing videos and examples of using header/footer. It prompts discussion on how education can use programs like Milo effectively and how technology can help students improve communication and collaboration skills. Students are instructed to post a reaction paper and reply to classmates' posts, and submit a header/footer example. The document looks ahead to Week 3, reminding students to plan, read an assigned book, find an article to share, and write a paper. It concludes by asking for any questions.
The document outlines the agenda for EDU 323 Week 2, including discussing videos and examples of using header/footer. It prompts discussion on how education can use programs like Milo effectively and how technology can help students improve communication and collaboration skills. Students are instructed to post a reaction paper and reply to classmates' posts, and submit a header/footer example. The document looks ahead to Week 3, reminding students to plan, read an assigned book, find an article to share, and write a paper. It concludes by asking for any questions.
This document provides an agenda and overview for the first week of an education course. It outlines the following key tasks: 1) read the syllabus and calendar, view an introductory PowerPoint, and post a biographical paper; 2) respond to classmates' biographies and watch assigned videos by midnight Sunday; and 3) begin thinking about a content area focus such as reading, math, or social studies. It also previews that in the second week students will continue reacting to videos and planning for their content area, and will have an online meeting to learn formatting skills.
This document outlines the agenda for Week 4 of the EDU323 class. It discusses graphic organizers, including how they can streamline information, clarify concepts, engage students with different learning styles, increase retention, and develop organizational skills. Examples of different types of graphic organizers are provided, such as fact webs and chains of events. This week's assignments include replying to discussion posts, submitting an original graphic organizer, and posting a weekly reflection. The document looks ahead to next week's focus on parent involvement and making a newsletter.
Graphic organizers are visual displays that depict relationships between facts, terms, and ideas to improve learning outcomes. There are many types of graphic organizers suited to different types of information. Research shows graphic organizers effectively improve comprehension and vocabulary, especially when used after reading with teacher instruction on how to use them. Their effectiveness depends on factors like grade level, implementation point, and instructional context.
This document provides an agenda for an education course. It discusses Elliot Eisner's view that curriculum is unbalanced and how a balanced curriculum incorporating creative arts like art, music and poetry can help students learn in different ways. It describes an activity where students experience a rainforest through art, photos, sounds and food to enhance their understanding beyond just reading about it. Students are assigned a reaction paper and asked to respond to classmates' papers. The document outlines plans for the next week focusing on graphic organizers.
This document provides an agenda and discussion topics for an education technology course. It outlines assignments for the current week, which include replying to classmates and submitting header/footer examples. It also looks ahead to next week, noting an online meeting and assignments to read a book, find an article, and write a paper. The document aims to engage students in discussions about how technology can be used effectively in education to improve skills like communication and collaboration.
Funding agencies consider several factors when reviewing grant applications, including whether the proposed project: fits the goals of the board and system; has documented need and support from administration, community, and parents; is sustainable and replicable; can be completed on time; and does not compete with previously funded projects. Appropriate personnel and reporting requirements must also be in place.
This document provides guidance for writing successful grant proposals in 3 parts: planning, research, and the proposal. It outlines key questions to consider in each area, including needs, goals, objectives, activities, timelines, budgets, and evaluations. The guidance emphasizes aligning all aspects of the proposal, having a clear need supported by data, strong planning, measurable objectives, and specifically describing how funds would be used to meet goals. Overall, it advises thoroughly addressing common proposal components to clearly demonstrate the merits of a project to reviewers.
This document provides an organizational tool for grant writing. It includes fields to identify the title of the grant, its purpose, funding source, opening and closing dates, whether a letter of intent or matching funds are required, the amount of available funding, and any restrictions or additional details. The tool helps applicants keep key information in one place while applying for a grant.
This document provides an agenda and overview for the first week of an education course. It includes assignments to complete such as viewing PowerPoints, writing a paper, replying to classmates, watching videos, and submitting a reflection. Students are asked to select a content area of focus and review the schedule for next week which will include creating headers and footers and learning about watermarks. Contact information is provided for any questions.
This document provides an agenda and discussion questions for an education course. It discusses spending $6,000 from the technology committee budget at a middle school to promote student achievement. Guidelines are provided for creating a one-page newsletter with graphics and minimal text. The weekly tasks are outlined, including posting reaction papers, responding to classmates, and creating a newsletter. Students are reminded to proofread, be on time, check the course blog for resources, and contact the instructor if help is needed.
This document provides an agenda and discussion notes for an education course. It discusses creating a classroom environment where students feel free to experiment and critique each other's work. It also addresses how displaying art can influence its perception and using art to engage students' minds, bodies, and hearts. Upcoming assignments are outlined, including reaction papers and lesson presentations. The document ends with a dragonfly symbolism section and a trivia question about female dragonflies being called damselflies.
This social studies lesson plan for kindergarten students focuses on teaching why Thanksgiving is celebrated. Students will discuss what they already know about the first Thanksgiving celebrated by the Pilgrims and Native Americans. They will learn about where the Pilgrims came from, the food eaten, activities at the feast, and who celebrated with the Pilgrims. The class will trace the Pilgrims' journey to America on a map and learn about the hardships they faced and how the Native Americans helped them. Students will discuss the role of the Wampanoag Indians and why celebrating Thanksgiving was important to the Pilgrims. They will read a book about the first Thanksgiving and answer questions about its meaning. To conclude, students will make turkey magnet crafts.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
1. CCGPS Mathematics
Unit-by-Unit Grade Level Webinar
Fifth Grade
Unit 1: Order of Operations and Whole Numbers
May 10, 2012
Session will be begin at 3:15 pm
While you are waiting, please do the following:
Configure your microphone and speakers by going to:
Tools – Audio – Audio setup wizard
Document downloads:
When you are prompted to download a document, please choose or
create the folder to which the document should be saved, so that you
may retrieve it later.
2. Clearing up confusion
• This webinar focuses on CCGPS content specific to one grade level
and one unit within that grade.
• For information about CCGPS across a single grade span, please
access the list of recorded GPB sessions on Georgiastandards.org.
• For information about the Standards for Mathematical Practice,
please access the list of recorded Blackboard sessions from Fall
2011 on GeorgiaStandards.org.
• CCGPS is taught and assessed from 2012-2013 and beyond.
• A list of resources will be provided at the end of this webinar and
this list has also been included in your document downloads.
3. CCGPS Mathematics
Unit-by-Unit Grade Level Webinar
Grade Five
Unit 1: Order of Operations and Whole Numbers
May 10, 2012
Turtle Gunn Toms– tgunn@doe.k12.ga.us
Elementary Mathematics Specialist
These materials are for nonprofit educational
purposes only. Any other use may constitute
copyright infringement.
4. Welcome!
• Thank you for taking the time to join us in this
discussion of Unit 1.
• At the end of today’s session you should have at least 3
takeaways:
The big idea of Unit 1
Something to think about… food for thought
How might I prepare for the start of school next year?
What is my conceptual understanding of the material in this unit?
a list of resources and support available for CCGPS
mathematics
5. • Please provide feedback at the end of today’s session.
Feedback helps us all to become better teachers and
learners.
Feedback helps as we develop the remaining unit-by-unit
webinars.
Please visit http://ccgpsmathematicsK-5.wikispaces.com/
to share your feedback. This is our “baby”wiki!
• After reviewing the remaining units, please contact us
with content area focus/format suggestions for future
webinars. Wiki, anyone?
Turtle Gunn Toms– tgunn@doe.k12.ga.us
Elementary Mathematics Specialist
6. Welcome!
• For today’s session:
Did you read the Fifth Grade mathematics CCGPS?
Did you read Fifth Grade Unit One?
Make sure you download and save the documents
from this session.
Ask questions and share resources/ideas for the
common good.
Join the K-5 wiki. If you are wondering what a wiki
is, we’ll discuss this near the end of the session.
7. Remember, Turtle, give someone a fish
and they eat for a day.
Teach them to fish and
they’ll have no further use for you.
8. Activate your Brain
Place any of the four operation signs
between the nine figures so that they equal
100.
1 2 3 4 5 6 7 8 9 = 100
Write to help explain your best thinking
using words, numbers, or pictures.
9. What’s the big idea?
Deepen understanding of
number, and its usefulness in
whole number operations.
10. Navigating a Unit
Overview
Standards
Enduring Understandings
Essential Questions
Concepts and Skills to Maintain
Selected Terms and Symbols
Strategies for Teaching and Learning
Common Misconceptions
Evidence of Learning
Tasks
11. New to the Frameworks?
• Enduring Understandings
• Essential Questions
• Common Misconceptions
• Overview
13. Navigating a Unit
What’s Different/What’s the Same?
•SMP’s (analyzing, estimating, reasoning, describing patterns,
defending, discussing, peer feedback, contentious discourse,
•modeling, etc.)
•Grade Level Overview
•Collaborative skills (How collaborative are
•your collaborative activities?)
•Productive Struggle
•Journaling/Notebook
•Development of own understanding
•(yours and students’)
•The regular use of routines is important to the development of
students’ number sense, flexibility, fluency, collaborative skills and
communication.
14.
15. Navigating a Unit
Classroom Routines and Rituals
•http://www.edutopia.org/math-social-activity-
cooperative-learning-video
•http://www.edutopia.org/math-social-activity-sel
•http://www.youtube.com/user/responsiveclassroom/vid
eos
•http://www.responsiveclassroom.org/category/category/
first-weeks-school
16. Navigating a Unit
Journaling/Math Workshop
•Downloaded article from Marilyn Burns
http://letsplaymath.net/2007/08/21/writing-to-learn-math/
Sense making for students and teachers
•Downloaded article from NCTM
http://www.youtube.com/user/mitcccnyorg?feature=watch
17. Navigating a Unit
Mathematical Community of Learners-
http://www.insidemathematics.org/index.php/video-tours-of-
inside-mathematics/classroom-teachers/157-teachers-reflect-
mathematics-teaching-practices
18. “Remember that we all climb the hills differently. We take
different paths, different steps, and different journeys. We
each reach landmarks in different ways and at different times.
If we push or pull children up the hill and make them practice
our steps, our ways, or, worse yet, drop them by helicopter at
points of the journey without the climb of getting there, we
may get them up the mountain - but they won’t own it. They
may reach the vista, but they won’t feel empowered by the
climb. They won’t take on the next hill in the journey. And
most important, they won’t have learned how to climb, how
to mathematize their own lived worlds. If, however, we
support their steps, work with them as young
mathematicians, the climbs and the vistas and the joys of the
journey will be theirs forever” C. Fosnot
19. What’s the big idea?
Deepen understanding of number,
and its usefulness in
whole number operations.
20. What do Fifth Grade students bring?
What are they connecting to later?
From 4- Later-
• Deep understanding of addition and • Deep understanding of operations and
subtraction, multiplication and algebraic thinking.
division. • Understanding of scale, orders of
• Useful place value understanding. magnitude.
• Understanding of defining attributes • Understanding of defining attributes
about shape, comparison of shape. of shapes.
• Foundational fractional relationships. • Fluent operations with all numbers.
• Continuation of fluency/algebraic • Continuation of fluency, algebraic
thinking. thinking.
• Measurement/addition/subtraction • Data analysis, relationships.
relationships
• Data analysis
21. Transition Standards?!
• Tasks from Unit 1, Grade 4 work beautifully to
meet MCC.OA.4. You may wish to use them at
the beginning of the year, or before beginning
Unit 4. I’ve also downloaded a task. (thanks, Graham and Mike!)
• Tasks from Units 2-4 work well to meet
MCC4.NF.1, 2, 3, and 4. You may wish to use
them before beginning Unit 4.
• Some districts have chosen to teach these
now, to 4th graders, in anticipation of the shift.
22.
23. What’s Different in Fifth
Grade?
Operations and Algebraic Thinking
• Identify relationships between corresponding terms
Number and Operations in Base Ten
• Rounding decimals to any place
• Use of whole number exponents to denote powers of ten
Number and Operations- Fractions
• Unit fractions (see Third and Fourth grade)
• Fractions as numbers on number line (see Third and Fourth
grade)
• Relating operations with fractions to operations with whole
numbers.
24. Map Changes?
• Units 4 and 5 have switched places.
Where can you find the maps?
Look in Learning Village, K-12 Mathematics,
CCGPS K-5 folder, FIFTH GRADE
25. Critical Areas
In Fifth Grade, instructional time should focus on three
critical areas:
• Developing fluency with addition and subtraction of
fractions, and developing understanding of the
multiplication of fractions and of division of fractions in
limited cases (unit fractions divided by whole numbers
and whole numbers divided by unit fractions)
• Extending division to 2-digit divisors, integrating decimal
fractions into the place value system and developing
understanding of operations with decimals to
hundredths, and developing fluency with whole number
and decimal operations
• Developing understanding of volume.
26. Tools for Teaching Number Sense
• Subitization
• Comparison
• Counting
• One- to- one correspondence
• Cardinality
This is from Kindergarten Unit 1
• Hierarchical Inclusion (shocking!)
• Number Conservation Dot Cards/TenFrames
Number Cubes
• Spatial Relationship
Dominoes
• One and Two More or Less Cups
• Understanding Anchors Collections
• Part/Part Whole Relationships Rekenrek
30. More strategy tools…
• http://youtu.be/Y8Bj5KVLmaY
Student-developed strategy using partial
products
• http://powersof10.com/film
Powers of ten visualized! (oldie but goodie)
No youtube in your district? Try this-
http://www.cleanvideosearch.com
31. Developing Number Sense
How do you know what they know?
• First, do no harm:
http://youtu.be/YyMshld9RLM
(Procedural vs conceptual understanding- question and never
assume)
• Determine strategies:
http://youtu.be/Q7E6nu4Zy0I
Thanks, Gatorgyrl82!
http://www.youtube.com/user/Gatorgyrl82?feature=watch
33. Coherence and Focus – Unit 1
What foundation will have been built?
Where does this understanding lead incoming students?
34. Coherence and Focus – Unit 1
What foundation is being built?
Where does this understanding lead students?
35. Coherence and Focus – Unit 1
View across grade bands
• K-6th
Operations with whole numbers and fractions.
Numbers and their opposites.
• 8th-12th
Everything!
36. Coherence and Focus – Unit 1
What foundation is being built?
Where does this understanding lead students?
43. Assessment
How might it look?
Examples of how balanced assessments can be
assembled.
http://map.mathshell.org/materials/tests.php
The target audience for these sample assessments :
1. teachers who have already begun work with
mathematical practice standards
2. designers of future CCSSM-aligned assessments
http://map.mathshell.org/materials/pd.php
(while you are at it, have a look at their Professional Learning!)
44. Assessment
How could it look?
http://nzmaths.co.nz/mathematics-assessment
45. How is a GA county using this?
Thank you, Dr. Snell, and Henry County!
47. What should we do first?
• Read the Grade Level Overview
• Read the unit, and discuss with your
colleagues.
• Complete the culminating task with your
team. Now you know where you are going,
what you need, where your students will end
up.
What do you notice? What do you wonder?
Share your thoughts on the wiki.
48. Resource List
The following list is provided as a sample of
available resources and is for informational
purposes only. It is your responsibility to
investigate them to determine their value and
appropriateness for your district. GaDOE does
not endorse or recommend the purchase of or
use of any particular resource.
49. What in the world is a wiki?
http://ccgpsmathematicsk-5.wikispaces.com/5th+Grade
50. Resources
• Common Core Resources
SEDL videos - https://www.georgiastandards.org/Common-
Core/Pages/Math.aspx or http://secc.sedl.org/common_core_videos/
Illustrative Mathematics - http://www.illustrativemathematics.org/
Dana Center's CCSS Toolbox - http://www.ccsstoolbox.com/
Arizona DOE - http://www.azed.gov/standards-practices/mathematics-
standards/
Ohio DOE –http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEP
rimary.aspx?page=2&TopicRelationID=1704
Inside Mathematics- http://www.insidemathematics.org/
Common Core Standards - http://www.corestandards.org/
Tools for the Common Core Standards - http://commoncoretools.me/
Phil Daro talks about the Common Core Mathematics Standards -
http://serpmedia.org/daro-talks/index.html
51. Resources
• Books
Van De Walle and Lovin, Teaching Student-Centered
Mathematics, 3-5
Fosnot and Dolk, Young Mathematicians at Work
Wright, et al, Teaching Number in the Classroom
Wright, et al, Teaching Number-Advancing children’s skills
and Strategies
Wright, et al, Developing Number Knowledge
Parrish, Number Talks
Shumway, Number Sense Routines (preview!)
Wedekind, Math Exchanges (preview!)
52. Resources
• Professional Learning Resources
Inside Mathematics- http://www.insidemathematics.org/
Edutopia – http://www.edutopia.org
Teaching Channel - http://www.teachingchannel.org
Annenberg Learner - http://www.learner.org/resources/series32.html
• Assessment Resources
MARS - http://www.nottingham.ac.uk/~ttzedweb/MARS/
MAP - http://www.map.mathshell.org.uk/materials/index.php
PARCC - http://www.parcconline.org/parcc-states
•Start of School- Parents
http://www.youtube.com/watch?v=Vvk4-evBS-8&feature=plcp
(how to support your school and teacher)
53. Phil Daro says:
it’s just the easy part to design and write something down.
The hard part comes… with putting them to work.
And the users have ultimate control over how they’re used.
So no matter how well designed the tool is – the user has control.
And there you see my granddaughter Sadie
using a well-designed crayon.
So , … if all people do, is take out their
old state standards, toss them out, and replace these
common core state standards into those old boxes
NOTHING IS REALLY GOING TO CHANGE
We designed these as a platform for new kinds of instructional systems
We didn’t design these to be thrown into the old boxes.
The old boxes in fact, are the infrastructure for making things a mile wide, inch
deep.
54. As you start your day tomorrow…
Who dares to teach must never cease to learn ~ John Cotton Dana
http://www.youtube.com/watch?v=JEa0xpWi7C4
55. Thank You!
Please visit http://ccgpsmathematicsK-5.wikispaces.com/ to provide us
with your feedback!
Turtle Gunn Toms
Program Specialist (K-5)
tgunn@doe.k12.ga.us
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