Engaging Students in Learning Mathematics Grade 5 Session 3

1. Engaging Students in Learning MathematicsGrade 5Session 3 Pam Hutchison March 8, 2015

2. AGENDA • Logic Problems • Mindset Revisited • Critical Areas • Planning • Overview of Chapter • Continue planning

3. Party Pitchers

4. Team Travel The 57 players on four soccer teams traveled to a soccer tournament in Plainville. Each car carrying the members of the same team had the same number of players in it. • The 15 players on the Barracudas rode three to a car. • The Sharks and the Dolphins had three fewer players on each team than the Barracudas had. • In an odd number of cars, the Sharks had one more player in each car than the Dolphins. • The Stingrays had six players per car. In all, how many cars did the soccer players take to the tournament?

5. Mindset

6. In 1978, Stanford psychologist Carol Dweck made a profound discovery: children who believed their intelligence could grow did better in school, and better in life. She called this basic belief about intelligence “mindset.” • In 2016, Carol Dweck’s lab at Stanford, PERTS, partnered with ClassDojo to bring this important lesson to classrooms everywhere through a five episode video series.

7. Episode 1 • In Episode 1, “A Secret about the Brain,” Mojo learns a secret from his friend, Katie, that changes how he thinks about learning!

8. Episode 1 Discussion Guide • Why does Mojo want to leave school? Can you sometimes relate to how Mojo is feeling? • What does Katie say to Mojo to convince him not to leave? Do you think Mojo can become smarter? Why or why not? • What subject do you feel frustrated by sometimes? Can you see yourself becoming smarter in that subject? How?

9. Resources Each of the 5 episodes includes: • Video • Discussion guide • Take-home questions

10. Episode 1 Take-home Questions We’re watching a video series about how students can develop a growth mindset! Watch it at: www.classdojo.com/BigIdeas,and ask your child these questions tonight. • What was the biggest challenge you faced today? (Ask your child, and then have them ask the question back!) • How can you and I think about these challenges in a new way? • What can we do differently tomorrow if we face similar challenges?

11. In Episode 2, “The Magic of Mistakes,” Mojo learns an important lesson from Katie about what mistakes really do for the brain. • In Episode 3, “The Power of Yet,” Katie realizes she can learn new things, too, and that she can ask others for help! • In Episode 4, “The World of Neurons,” Mojo and Katie learn that challenging things help their brains grow stronger. • In Episode 5, “Little by Little,” Mojo and Katie embark on their greatest challenge yet - but still face a setback.

12. Critical Areas

13. Critical Areas In Grade 5, instructional time should focus on three critical areas: • developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication of fractions and of division of fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions); • extending division to 2-digit divisors, integrating decimal fractions into the place value system and developing understanding of operations with decimals to hundredths, and developing fluency with whole number and decimal operations; and • developing understanding of volume.

14. Critical Areas 70% of the SBAC items are supposed to be from these critical areas • Which of these areas have you taught in depth? • Which of these areas have you taught in part but there may still be some gaps? • Which of these areas have you not yet taught?

15. Missing Standards • Lessons • Warm-ups / Daily Math • Series of short problems / questions that builds on and develops the concept over a period of a few weeks without a lot of practice until the end of the series. • Volume

16. GO Math!

17. Planning a Chapter (Chapter 8)