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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November 29 - December 2, 2011
Number and Operations in Base Ten
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?
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
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
How do the 1st and 2nd grade standards build
an understanding of:
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
How do the 1st and 2nd grade standards build the understanding of:
properties of operations, and
the relationship between addition and subtraction?
What did you notice? your problem. (highlights, shifts, challenges, and opportunities)
What questions do you have?SMALL GROUP (4-6 people):
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.
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.
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?
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).
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?