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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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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 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?


Consider the problem:

47 + 35

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




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?




1st Grade




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?




Consider the problem:

65 - 27

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


2nd Grade




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?





Consider the problem:

158 - ? = 75

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



Time to explore content:

Inside Mathematics

Illustrative Mathematics

PARCC

Florida DOE

Georgia DOE

Learnzillion



Consider the problem:

39 x 11

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


3rd Grade



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?





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?


178 + 225 could be 0?


4 could be 0? th Grade


MACC.4.NBT could be 0?


MACC.4.NBT could be 0?


4 could be 0? th 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?


Explain how to use the area model to multiply…to divide. could be 0?

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?


Consider the problems: could be 0?

0 ÷ 5

and

5 ÷ 0

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



Consider the problem: could be 0?

4 x 27

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


5 could be 0? th Grade


MACC.5.NBT could be 0?


MACC.5.NBT could be 0?


5 could be 0? th 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?


Explain how to use partial quotients to divide. could be 0?

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?






Consider the problem: could be 0?

188 ÷ 4

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


K – 5 NBT: Extending beyond Grade 5 (p. 19) could be 0?

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?


Professional Development Modules: Clark County School could be 0?

BLAST

Grade 3: NBT.1-3


Time to explore content: could be 0?

Inside Mathematics

Illustrative Mathematics

PARCC

Florida DOE

Georgia DOE

Learnzillion


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