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MATH FACILITATOR MEETING

MATH FACILITATOR MEETING. November 29 - December 2, 2011. GOALS FOR THE YEAR. Collaboratively reflect on the challenges and successes at the district and school levels and plan for next steps. Deepen our understanding of the practice and content standards in the MCF 2011.

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MATH FACILITATOR MEETING

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  1. MATH FACILITATOR MEETING November 29 - December 2, 2011

  2. GOALS FOR THE YEAR • Collaboratively reflect on the challenges and successes at the district and school levels and plan for next steps. • Deepen our understanding of the practice and content standards in the MCF 2011. • Support schools and teachers in developing mathematically proficient students.

  3. OBJECTIVES FOR TODAY • Continue to deepen our understanding of the MCF 2011 by analyzing standards in depth and in relationship to the progression of a domain. • Share school plans with colleagues and plan next steps for developing mathematically proficient students.

  4. AGENDA • Welcome, Goals, and Agenda • Math Problem • Digging deeper into the MCF 2011: Number and Operations in Base Ten • Planning Ahead

  5. Solve and represent in multiple ways. Mary read 573 pages during her summer reading challenge. She was only required to read 399 pages. How many extra pages did Mary read beyond the challenge requirements?

  6. Share in your small groups how you solved and represented your problem.

  7. WHOLE GROUP DISCUSSION Exploit make full use of and derive benefit from (a resource). ORIGIN: from Old French esploit (noun), based on Latin explicare ‘unfold’. What are the ways that each strategy exploits the Base Ten System, properties of the operation, and/or the relationship between addition and subtraction?

  8. 3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. READ: 3.NBT.2, Explanations and Examples from Arizona Department of Education

  9. HOW DOES THIS CONNECT TO THE MATH PROBLEM WE DID?

  10. Looking Ahead to 4th Grade 4. NBT.4: Fluently add and subtract multi-digit whole numbers using the standard algorithm. “The Standards distinguish strategies from algorithms. For example, students use strategies for addition and subtraction in Grades K-3, but are expected to fluently add and subtract whole numbers using standard algorithms by the end of Grade 4. Use of the standard algorithms can be viewed as the culmination of a long progression of reasoning about quantities, the base-ten system, and the properties of operations.” From Progressions for the Common Core Standards in Mathematics,2011

  11. Looking Back to 1st and 2nd Grade Guiding Question: How do the 1st and 2nd grade standards build an understanding of: • place value, • properties of operations, and • the relationship between addition and subtraction?

  12. PARTNER WORK: Everyone will read Introduction, pp. 2-4 1st GRADE 2nd GRADE Read pages 6-7 in Progressions 1.NBT. 2 - 6 in Arizona DOE document 1.0A 3, 4, 7, 8 Read pages 8-10 in Progressions 2.NBT.1, 3 - 9 in Arizona DOE document

  13. Share with your partner How do the 1st and 2nd grade standards build the understanding of: place value, properties of operations, and the relationship between addition and subtraction?

  14. What did you notice? (highlights, shifts, challenges, and opportunities) What questions do you have? SMALL GROUP (4-6 people):

  15. Implications for the Work This Year The K-4 Scope and Sequence Pacing Guide includes the Investigations and CCSS lessons related to addition and subtraction. In fifth grade, there are only 5 lessons on subtraction. By the end of the year, the district will identify further changes to the Scope and Sequence Pacing Guide based on this year’s experience, including feedback from math facilitators and teachers.

  16. The Work That Continues Next Year Most of the addition and subtraction work will be situated in grades K-3, with the study of the standard U.S. algorithms in grade 4. Addition and subtraction will not be part of the Scope and Sequence Pacing Guide in grade 5.

  17. Guiding Questions for MLT Work How will your MLT work build mathematical proficiency for teachers and students? How does the MLT plan support our goals of deepening our understanding of the MCF 2011? How might you utilize the resources from our work together to implement your MLT plan?

  18. FOCUS ON SCHOOL PLANS: • Getting Started: Creating Structures • Using Data Effectively • Grade Level Work • Focus on Instruction

  19. HOMEWORK Discuss your plan with your principal, including how it incorporates the goal of building mathematical proficiency. Bring your plan to our next math facilitator session (January 10,11,12).

  20. Exit Card Name/School __________________________ Name of Group ________________________ What will the work of the MLT/ILT be at my school and how will I support it? What supports do I need from the Elementary Math Department or from my principal?

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