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Elementary Math Coaches/Contacts Meeting. STEM & Instructional Resources Broward County Public Schools. September 16, 2013. Elementary Math Updates. Pacing Guides : http://elementarymathematics.pds-hrd.wikispaces.net/home ThinkCentral Q & A. K – 5, Number and Operations in Base Ten.

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slide1

Elementary Math Coaches/Contacts Meeting

STEM & Instructional Resources

Broward County Public Schools

September 16, 2013

slide2

Elementary Math Updates

  • Pacing Guides:
  • http://elementarymathematics.pds-hrd.wikispaces.net/home
  • ThinkCentral
  • Q & A
slide4

K – 5 NBT: Overview (p. 2 – 4)

What is the importance of position in the Base-10 system?

What is the difference between a computation algorithm and a computation strategy?

How do the mathematical practices connect to NBT?

slide5

Consider the problem:

47 + 35

How would students in early grades, before learning the standard algorithm, solve this?

slide8

Kindergarten: NBT Progression (p. 5)

What do Kindergarten students need to be able to do by the end of the grade?

What are some strategies suggested in the progression to accomplish mastery?

  • What are the common misconceptions mentioned in the progression?
  • What can be done to assist students?
slide14

1st Grade: NBT Progression (p. 6 - 7)

What do 1st Grade students need to be able to do by the end of the grade?

What are some strategies suggested in the progression to accomplish mastery?

  • What are the common misconceptions mentioned in the progression?
  • What can be done to assist students?
slide17

Consider the problem:

65 - 27

How would students in early grades, before learning the standard algorithm, solve this?

slide21

2nd Grade: NBT Progression (p. 8 - 10)

What do 2nd Grade students need to be able to do by the end of the grade?

What are some strategies suggested in the progression to accomplish mastery?

  • What are the common misconceptions mentioned in the progression?
  • What can be done to assist students?
slide25

Consider the problem:

158 - ? = 75

How would students in early grades, before learning the standard algorithm, solve this?

slide27

Time to explore content:

Inside Mathematics

Illustrative Mathematics

PARCC

Florida DOE

Georgia DOE

Learnzillion

slide29

Consider the problem:

39 x 11

How would students in early grades, before learning the standard algorithm, solve this?

slide32

3rd Grade: NBT Progression (p. 11)

What do 3rd Grade students need to be able to do by the end of the grade?

What are some strategies suggested in the progression to accomplish mastery?

  • What are the common misconceptions mentioned in the progression?
  • What can be done to assist students?
slide36

Explain how when rounding to the nearest 100 the answer could be 0?

When rounding to the nearest tenth could the solution be a whole number? Why or why not?

How would a student in 3rd grade be expected to solve 178 + 225?

slide41

4th Grade: NBT Progression (p. 12 - 15)

What do 4th Grade students need to be able to do by the end of the grade?

What are some strategies suggested in the progression to accomplish mastery?

  • What are the common misconceptions mentioned in the progression?
  • What can be done to assist students?
slide42

Explain how to use the area model to multiply…to divide.

Explain how to use partial products to multiply.

Explain how to use partitioning to divide.

What connections do these methods have to the standard algorithms?

slide43

Consider the problems:

0 ÷ 5

and

5 ÷ 0

What are the answers to these problems? Why? How would you explain?

slide45

Consider the problem:

4 x 27

How would students in early grades, before learning the standard algorithm, solve this?

slide49

5th Grade: NBT Progression (p. 16 - 18)

What do 5th Grade students need to be able to do by the end of the grade?

What are some strategies suggested in the progression to accomplish mastery?

  • What are the common misconceptions mentioned in the progression?
  • What can be done to assist students?
slide50

Explain how to use partial quotients to divide.

Explain how fractions can help with multiplying decimals.

How does estimating assist in multiplying decimals?

What connections do these methods have to the standard algorithms?

slide55

Consider the problem:

188 ÷ 4

How would students in early grades, before learning the standard algorithm, solve this?

slide56

K – 5 NBT: Extending beyond Grade 5 (p. 19)

What are the fluency expectations for 6th grade?

Which standard in 5th grade assists with Scientific Notation in 8th grade?

  • How does multiplication of whole numbers relate to multiplying polynomials?
  • What is a polynomial?
slide58

Time to explore content:

Inside Mathematics

Illustrative Mathematics

PARCC

Florida DOE

Georgia DOE

Learnzillion

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