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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
MATH FACILITATOR MEETING

November 29 - December 2, 2011


Goals for the year
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.


Objectives for today
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.


Agenda
AGENDA

  • Welcome, Goals, and Agenda

  • Math Problem

  • Digging deeper into the MCF 2011:

    Number and Operations in Base Ten

  • Planning Ahead


Solve and represent in multiple ways
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?



Whole group discussion
WHOLE GROUP DISCUSSION your problem.

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?


3.NBT.2 your problem.

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



Looking ahead to 4 th grade
Looking Ahead to 4 your problem.th 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


Looking back to 1 st and 2 nd grade
Looking Back to 1 your problem.st 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?


Partner work everyone will read introduction pp 2 4
PARTNER WORK: your problem.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


Share with your partner
Share with your partner your problem.

How do the 1st and 2nd grade standards build the understanding of:

place value,

properties of operations, and

the relationship between addition and subtraction?


Small group 4 6 people

What did you notice? your problem. (highlights, shifts, challenges, and opportunities)

What questions do you have?

SMALL GROUP (4-6 people):


Implications for the work this year
Implications for the Work This Year your problem.

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.


The work that continues next year
The Work That Continues Next Year your problem.

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.


Guiding questions for mlt work
Guiding Questions for MLT Work your problem.

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?


Focus on school plans
FOCUS ON SCHOOL PLANS: your problem.

  • Getting Started: Creating Structures

  • Using Data Effectively

  • Grade Level Work

  • Focus on Instruction


Homework
HOMEWORK your problem.

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).


Exit card
Exit Card your problem.

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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