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Elementary Math Coaches/Contacts Meeting

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

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  1. Elementary Math Coaches/Contacts Meeting STEM & Instructional Resources Broward County Public Schools September 16, 2013

  2. Elementary Math Updates • Pacing Guides: • http://elementarymathematics.pds-hrd.wikispaces.net/home • ThinkCentral • Q & A

  3. K – 5, Number and Operations in Base Ten

  4. 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?

  5. Consider the problem: 47 + 35 How would students in early grades, before learning the standard algorithm, solve this?

  6. Kindergarten

  7. MACC.K.NBT

  8. 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?

  9. What would be appropriate questions to ask students?

  10. What would be appropriate questions to ask students?

  11. 1st Grade

  12. MACC.1.NBT

  13. MACC.1.NBT

  14. 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?

  15. What would be appropriate questions to ask students?

  16. What would be appropriate questions to ask students?

  17. Consider the problem: 65 - 27 How would students in early grades, before learning the standard algorithm, solve this?

  18. 2nd Grade

  19. MACC.2.NBT

  20. MACC.2.NBT

  21. 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?

  22. What would be appropriate questions to ask students?

  23. What would be appropriate questions to ask students?

  24. What would be appropriate questions to ask students?

  25. Consider the problem: 158 - ? = 75 How would students in early grades, before learning the standard algorithm, solve this?

  26. Professional Development Modules: Clark County School BLAST Grade 1: NBT.1

  27. Time to explore content: Inside Mathematics Illustrative Mathematics PARCC Florida DOE Georgia DOE Learnzillion

  28. K – 5, Number and Operations in Base Ten

  29. Consider the problem: 39 x 11 How would students in early grades, before learning the standard algorithm, solve this?

  30. 3rd Grade

  31. MACC.3.NBT

  32. 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?

  33. What would be appropriate questions to ask students?

  34. What would be appropriate questions to ask students?

  35. What would be appropriate questions to ask students?

  36. 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?

  37. 178 + 225

  38. 4th Grade

  39. MACC.4.NBT

  40. MACC.4.NBT

  41. 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?

  42. 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?

  43. Consider the problems: 0 ÷ 5 and 5 ÷ 0 What are the answers to these problems? Why? How would you explain?

  44. What would be appropriate questions to ask students?

  45. Consider the problem: 4 x 27 How would students in early grades, before learning the standard algorithm, solve this?

  46. 5th Grade

  47. MACC.5.NBT

  48. MACC.5.NBT

  49. 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?

  50. 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?

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