1 / 68

FIFTH GRADE Session 2

FIFTH GRADE Session 2. Vacaville USD November 4, 2014. AGENDA. Problem Solving, Patterns, Expressions and Equations Math Practice Standards and High Leverage Instructional Practices Number Talks Computation Strategies Fractions. Expectations.

jana
Download Presentation

FIFTH GRADE Session 2

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. FIFTH GRADESession 2 Vacaville USD November 4, 2014

  2. AGENDA • Problem Solving, Patterns, Expressions and Equations • Math Practice Standards and High Leverage Instructional Practices • Number Talks • Computation Strategies • Fractions

  3. Expectations • We are each responsible for our own learning and for the learning of the group. • We respect each others learning styles and work together to make this time successful for everyone. • We value the opinions and knowledge of all participants.

  4. Cubes in a Line How many faces (face units) are there when: 6 cubes are put together? 10 cubes are put together? 100 cubes are put together? n cubes are put together?

  5. Questions? What do I mean by a “face unit”? Do I count the faces I can’t see?

  6. Cubes in a Line How many faces (face units) are there when: 6 cubes are put together? 10 cubes are put together? 100 cubes are put together? n cubes are put together?

  7. Cubes in a Line

  8. Cubes in a Line

  9. Cubes in a Line

  10. Cubes in a Line

  11. Cubes in a Line

  12. Cubes in a Line • We found several different number sentences that represent this problem. • What has to be true about all of these number sentences?

  13. 5.OA.2. Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.

  14. 5.OA.3 Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.

  15. Math Practice Standards • Remember the 8 Standards for Mathematical Practice • Which of those standards would be addressed by using a problem such as this?

  16. CCSS Mathematical Practices REASONING AND EXPLAINING Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others MODELING AND USING TOOLS Model with mathematics Use appropriate tools strategically OVERARCHING HABITS OF MIND Make sense of problems and persevere in solving them Attend to precision SEEING STRUCTURE AND GENERALIZING Look for and make use of structure Look for and express regularity in repeated reasoning

  17. High Leverage Instructional Practices

  18. High-Leverage Mathematics Instructional Practices An instructional emphasis that approaches mathematics learning as problem solving. • Make sense of problems and persevere in solving them.

  19. An instructional emphasis on cognitively demanding conceptual tasks that encourages all students to remain engaged in the task without watering down the expectation level (maintaining cognitive demand) • Make sense of problems and persevere in solving them.

  20. Instruction that places the highest value on student understanding • Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively

  21. Instruction that emphasizes the discussion of alternative strategies • Construct viable arguments and critique the reasoning of others

  22. Instruction that includes extensive mathematics discussion (math talk) generated through effective teacher questioning • Reason abstractly and quantitatively • Construct viable arguments and critique the reasoning of others • Attend to precision • Look for and make use of structure • Look for and express regularity in repeated reasoning

  23. Teacher and student explanations to support strategies and conjectures • Reason abstractly and quantitatively • Construct viable arguments and critique the reasoning of others

  24. The use of multiple representations • Make sense of problems and persevere in solving them. • Model with mathematics • Use appropriate tools strategically

  25. Number Talks

  26. What is a Number Talk? • Also called Math Talks • A strategy for helping students develop a deeper understanding of mathematics • Learn to reason quantitatively • Develop number sense • Check for reasonableness • Number Talks by Sherry Parrish

  27. What is Math Talk? • A pivotal vehicle for developing efficient, flexible, and accurate computation strategies that build upon key foundational ideas of mathematics such as • Composition and decomposition of numbers • Our system of tens • The application of properties

  28. Key Components • Classroom environment/community • Classroom discussions • Teacher’s role • Mental math • Purposeful computation problems

  29. Classroom Discussions • What are the benefits of sharing and discussing computation strategies?

  30. Students have the opportunity to: • Clarify their own thinking • Consider and test other strategies to see if they are mathematically logical • Investigate and apply mathematical relationships • Build a repertoire of efficient strategies • Make decisions about choosing efficient strategies for specific problems

  31. 5 Goals for Math Classrooms • Number sense • Place Value • Fluency • Properties • Connecting mathematical ideas

  32. Clip 5.6 – 5th Grade Subtraction: 1000 – 674 • Before we watch the clip, talk at your tables • What possible student strategies might you see? • How might you record them?

  33. What evidence is there that the students understand place value? • How do the students’ strategies exhibit number sense? • How does fluency with smaller numbers connect to the students’ strategies? • How are accuracy, flexibility, and efficiency interwoven in the students’ strategies?

  34. Clip 5.1 – 5th Grade Multiplication: 12 x 15 • Before we watch the clip, talk at your tables • What possible student strategies might you see? • How might you record them?

  35. What evidence is there that students understand place value? • How do student strategies exhibit number sense? • How do the teacher and students connect math ideas? • What questions does the teacher use to facilitate student thinking about big ideas?

  36. Clip 5.5 – 5th Grade Division String: 496 ÷ 8 • Before we watch the clip, talk at your tables • What possible student strategies might you see? • How might you record them?

  37. What evidence is there that students understand place value? • How do students build upon their understanding of multiplication to divide? • How does the teacher connect math ideas throughout the number talk?

  38. Solving Word Problems

  39. 3 Benefits of Real Life Contents • Engages students in mathematics that is relevant to them • Attaches meaning to numbers • Helps students access the mathematics.

  40. A crane operator unloaded the following cargo: • 5 pallets of lumber. Each pallet weighs 7.3 tons. • 9 pallets of concrete. Each pallet weighs 4.8 tons. • How many pounds of cargo were unloaded? • Which load of cargo was heavier, the lumber or the concrete? How many pounds heavier?

  41. Ava is saving for a new computer that costs $1,218. She has already saved half of the money. Ava earns $14.00 per hour. How many hours must Ava work in order to save the rest of the money?

  42. Mrs. Onusko made 60 cookies for a bake sale. She sold 2/3 of them and gave 3/4 of the remaining cookies to the students working at the sale. How many cookies did she have left?

  43. Equivalent Fractions

  44. 5th Grade Use equivalent fractions as a strategy to add and subtract fractions.

  45. CaCCSS • Fractions are equivalent (equal) if they are the same size or they name the same point on the number line.

  46. Fraction Families

  47. Equivalent Fractions • Fraction Family Activity • Equivalent Fraction Activity

  48. 5th Grade CCSS-M 5.F.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)

  49. Adding Fractions

  50. 1 • Add 2 1 0

More Related