Welcome: Let’s Self Assess  - PowerPoint PPT Presentation

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Welcome: Let’s Self Assess 

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  1. Welcome: Let’s Self Assess  Right now at this moment, rate yourselves: How comfortable/familiar are you with Math Investigations? Not at all Somewhat Very Familiar Familiar 0 5 10 Please place a sticky note on the number line of how comfortable you are with Math Investigations.

  2. 4th Grade Investigations Training, Part 2 8:30am – 11:00am

  3. WELCOME 

  4. LET’S TALK • Introductions • Talk at your tables: • Who you are • Share positive experiences you’ve had with Math Investigations this year

  5. Agenda • Intro • Ten Minute Math • Using Curriculum Map to pick and plan Investigation Lessons • Break • Intervention Resources • Access Codes • Exit Slips

  6. Ten Minute Math Activity • Counting Around the Class- Included in Unit 1, 3, 8 • Try it out • Talk about it • Where can we access this online?

  7. Curriculum Map Alignment 4th Grade Curriculum Map • Always use this to guide your instruction • Students will be able to do… • Use these concepts to plan and guide your lesson • A closer look…. • Let’s look at the CCS Curriculum Map – Unit 4 • Fraction Cards and Decimal Squares • Investigations Unit 6 Session 2.1, 2.2, 2.3, 2.4, 2.5

  8. Layout of Investigations Units/Sessions • Unit 6 – Fraction Cards and Decimal Squares • Planner • Classroom Routines – beige box • Activity – game, small group instruction, guided instruction, student tasks • Blue writing – discussion ideas • In orange – Supporting the range of learners • Resources – black activity pages in the margins • Student Activity Book – blue activity pages in margins • Helpful Codes • Backpack – Homework • Pencil – Practice • Spinner – Recording Sheet • Blank – Additional Work • Ongoing Assessment – In red (informal assessment) • Discussion – Closure of Lesson

  9. How do we align investigations materials to our CCS Curriculum Maps? • Let’s pick out what the “Student will be able to do…” from the CCS curriculum map. • Use visual models, sets, and number lines to represent fractions. • Connect visual models of equivalent fractions to operations used to find equivalent fractions. • Recognize and generate equivalent fractions by using multiplication and division. • Compare two fractions with same numerators or same denominators. • Recognize that the size of the whole must be considered when comparing. • Create common numerators/denominators to compare fractions.

  10. SWBAT Cont. • Utilize a benchmark fraction to compare fractions. • Compare fractions using the equality symbols of <,>,= • Find all factor pairs of a gien numerator and denominator. • Find all multiples of a given numerator and denominator. • Generate a rule for writing equivalent fractions.

  11. Planning Materials • Where to start? • Look at the Planner at beginning of Investigation (Unit 6) • Looking across Sessions 2.1 – 2.5 • Look closely at one session from this Unit. Does your session align with the goals of the unit? If so, which ones? If not, what other resources might we use? • Use visual models, sets, and number lines to represent fractions. • Connect visual models of equivalent fractions to operations used to find equivalent fractions. • Recognize and generate equivalent fractions by using multiplication and division. • Compare two fractions with same numerators or same denominators. • Recognize that the size of the whole must be considered when comparing. • Create common numerators/denominators to compare fractions • Utilize a benchmark fraction to compare fractions. • Compare fractions using the equality symbols of <,>,= • Find all factor pairs of a gien numerator and denominator. • Find all multiples of a given numerator and denominator. • Generate a rule for writing equivalent fractions.

  12. Model Lesson • 10 Minute Math might happen outside your math block – just mention it. Could be as a transition. • Beige box, Implementing Investigations book • Mini-Lesson = “Activity” in Investigations • Highlight discussion points in blue for teacher • Highlight student talking points “Students might say…” • Student Tasks = “Activity” in Investigations • In red – Ongoing Assessment. What am I doing/looking for while students are working? • In orange – Supporting the range of learners

  13. Model Lesson, con’td… • Closure = “Discussion” in Investigations • Often these get to the big ideas about the lesson. Don’t skip this part!

  14. Assessment • Use resources on curriculum map for assessment • Be cautious about using the Investigations unit assessments – have you taught everything that is assessed in that unit?

  15. Interventions & Extensions • Intervention Guide • Organized by Units • Intervention, Practice and Enrichment Ideas

  16. How to access online materials • www.pearsonsuccessnet.com • Register as a new user – if you do not already have an account. • Click on your name in the top right hand corner • My account • Manage Products • Add New Products • Type in access code • Click Save

  17. Thank you for coming  • Exit Slip • Check your email and complete the survey sent to you from Tara Nattress