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10/27/16

10/27/16. 3-6 Coherence in Mathematics. Instructional Shifts. Focus. Focus. Focus. Instructional Shifts. Coherence.

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10/27/16

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  1. 10/27/16 3-6 Coherence in Mathematics

  2. Instructional Shifts

  3. Focus

  4. Focus

  5. Focus

  6. Instructional Shifts

  7. Coherence 4.NS.3: Express whole numbers as fractions and recognize fractions that are equivalent to whole numbers. Name and write mixed numbers using objects or pictures. Name and write mixed numbers as improper fractions using objects or pictures. 4.NS.4: Explain why a fraction, a/b, is equivalent to a fraction, (n × a)/(n × b), by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. [In grade 4, limit denominators of fractions to 2, 3, 4, 5, 6, 8, 10, 25, 100.] 4.NS.5: Compare two fractions with different numerators and different denominators (e.g., by creating common denominators or numerators, or by comparing to a benchmark, such as 0, 1/2, and 1). Recognize comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or

  8. Shifts

  9. Process Standards for Mathematics 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

  10. Instructional and Assessment Guidance

  11. Making a Ten 8 + 5 2 3

  12. Making a Ten 58 + 5 2 3 60 + 3

  13. Place Value • Use the base ten blocks to show the number 23. • Can you show 23 in a different way? 1.NS.6: Show equivalent forms of whole numbers as groups of tens and ones, and understand that the individual digits of a two - digit number represent amounts of tens and ones.

  14. Subtraction 23 – 15 1 13

  15. Multi-digit Multiplication • Use your base ten blocks to show 1 x 14. then 2 x 14 then 9 x 14 • Use your base ten blocks to show 23 x 14.

  16. 20 + 3 23 x 14 10 x 3 = 30 10 x 20 = 200 + 3 4 x 3 = 12 4 x 20 = 80

  17. of

  18. of

  19. of

  20. Area Model revisited Multiply (2x + 3) (x + 4)

  21. Multiply (2x + 3) (x + 4) 2x + 3 x x x2 3x x2 x x + 8x 12 4

  22. Questions? Nick Meyer meyern@myips.org Kathy Jones jonesk@myips.org

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