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Embolden Your Inner Mathematician

Embolden Your Inner Mathematician
Embolden Your Inner Mathematician
Embolden Your Inner Mathematician
Embolden Your Inner Mathematician
Instructional Core We can engage in purposeful instructional talk to focus on the instructional core.
Instructional Core We can engage in purposeful instructional talk to focus on the instructional core.

Instructional Core

We can engage in purposeful instructional talk to focus on the instructional core.

Instructional Core We can engage in purposeful instructional talk to focus on the instructional core.
Instructional Core We can engage in purposeful instructional talk to focus on the instructional core.
Instructional Core We can engage in purposeful instructional talk to focus on the instructional core.

THE INSTRUCTIONAL CORE

Student IMPROVED STUDENT ACHIEVEMENT Teacher Content
Student
IMPROVED
STUDENT
ACHIEVEMENT
Teacher
Content

Engaging students in the learning process

Improving teachers’ instructional practice

Providing academically challenging content

students in the learning process Improving teachers’ instructional practice Providing academically challenging content

Embolden Your Inner Mathematician

Implement Tasks that Promote Reasoning and Problem Solving.

Effective teaching of mathematics engages students in solving and discussing tasks that promote mathematical reasoning and problem solving and allow multiple entry points and varied solution strategies.

Leinwand, Steven. Principles to Actions: Ensuring Mathematical Success for All. Reston: National Council of Teachers of Mathematics, 2014. Print.

Implement Tasks the Promote Reasoning and Problem Solving

Implement Tasks the Promote Reasoning and Problem Solving Principles to Actions: Ensuring Mathematical Success for All

Principles to Actions: Ensuring Mathematical Success for All. NCTM, National Council of Teachers of Mathematics, 2014.

Implement Tasks that promote reasoning and problem solving

Implement Tasks that promote reasoning and problem solving Gough, Jill, and Jennifer Wilson. "#LL2LU Learning

Gough, Jill, and Jennifer Wilson. "#LL2LU Learning Progressions." Experiments in Learning by Doing or Easing the Hurry

Syndrome. WordPress, 04 Aug. 2014. Web. 11 Mar. 2017.

Used with written permission.

Gough, Jill, and Jennifer Wilson. "#LL2LU Learning Progressions: SMP." Experiments in Learning by Doing or
Gough, Jill, and Jennifer Wilson. "#LL2LU Learning Progressions: SMP." Experiments in Learning by Doing or Easing
the Hurry Syndrome. WordPress, 04 Aug. 2014. Web. 11 Mar. 2017. Used with written permission.
Norm: Make sense and persevere

Norm: #ShowYourWork

Norm: #ShowYourWork Gough, WordPress, 04 Aug. 2014. Web. 11 Mar. 2017. Jill, and Kato Nims. "#LL2LU

Gough,

WordPress, 04 Aug. 2014. Web. 11 Mar. 2017.

Jill,

and

Kato

Nims.

"#LL2LU

Learning

Progressions."

Experiments

in

Learning

by

Doing

or

Colorful

Learning.

Used with written permission.

Kaplinsky, Robert, Marilyn Burns, and Graham Fletcher. "Open Middle." Open Middle . N.p., n.d. Web.
Kaplinsky, Robert, Marilyn Burns, and Graham Fletcher. "Open Middle." Open Middle . N.p., n.d. Web.

Kaplinsky, Robert, Marilyn Burns, and Graham Fletcher. "Open Middle." Open Middle. N.p., n.d. Web. 04 June 2017. <http://www.openmiddle.com/>.

What the standards say

3rd Grade

Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

4th Grade

Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

5th Grade

Fluently multiply multi-digit whole numbers using the standard algorithm.

Embolden Your Inner Mathematician

Use and connect mathematical representations. Effective teaching of mathematics engages students in making connections among mathematical representations to deepen understanding of mathematics concepts and procedures and as tools for problem solving.

Leinwand, Steven. Principles to Actions: Ensuring Mathematical Success for All. Reston: National Council of Teachers of Mathematics, 2014. Print.

Use and Connect Multiple Representations

Use and Connect Multiple Representations Principles to Actions: Ensuring Mathematical Success for All . NCTM, National

Principles to Actions: Ensuring Mathematical Success for All. NCTM, National Council of Teachers of Mathematics, 2014.

Norm: Use Mathematical Representations

Norm: Use Mathematical Representations Gough, Jill, and Jennifer Wilson. "#LL2LU Learning Progressions."

Gough, Jill, and Jennifer Wilson. "#LL2LU Learning Progressions." Experiments in Learning by Doing or Easing the Hurry

Syndrome. WordPress, 04 Aug. 2014. Web. 11 Mar. 2017.

Used with written permission.

Norm: Connect Mathematical Representations

Norm: Connect Mathematical Representations Gough, Jill, and Jennifer Wilson. "#LL2LU Learning Progressions."

Gough, Jill, and Jennifer Wilson. "#LL2LU Learning Progressions." Experiments in Learning by Doing or Easing the Hurry

Syndrome. WordPress, 04 Aug. 2014. Web. 11 Mar. 2017.

Used with written permission.

Number Talks

Number Talks are about students making sense of their own mathematical ideas.

Number Talks

Number Talks are about students making sense of their own mathematical ideas.

There are many ways to see, or do, any problem.

Everyone is responsible for communicating his or her thinking clearly so that others can understand.

Everyone is responsible for trying to understand other people’s thinking.

Ambitious Teaching

In ambitious teaching, the teacher engages students in challenging tasks and collaborative inquiry, and then observes and listens as students work so that she or he can provide an appropriate level of support to diverse learners. The goal is to ensure that each and every student succeeds in doing meaningful, high-quality work, not simply executing procedures with speed and accuracy. (Smith, 4 pag.)

What the standards say

2nd Grade

Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

3rd Grade

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.

4th Grade

Fluently add and subtract multi-digit whole numbers using the standard algorithm.

Number Talks

65-39

Number Talks

65-39

Strategies:

I can use 10’s and 1’s on a hundreds chart.

I can count back on an open number line.

I can count up on an open number line.

I can decompose using place value understanding.

I can use compensation.

Number Talks

Number Talks

What the standards say

3rd Grade

Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

4th Grade

Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

5th Grade

Fluently multiply multi-digit whole numbers using the standard algorithm.

Number Talks

81 x 25

Number Talks

81 x 25

Strategies:

I can decompose a factor into 2 or more addends.

I can factor a factor.

I can round a factor and adjust.

I can double and half.

Number Talks
Number Talks

Number Talks

56 ÷ 4

Number Talks

225 ÷ 3

Number Talks

288 ÷ 12