CCGPS Mathematics 3 rd Grade Update Webinar Unit 2: Operations and Algebraic Thinking: The Relationship Between Multiplication and Division September 9,

CCGPS Mathematics3rd Grade Update Webinar

Unit 2: Operations and Algebraic Thinking: The Relationship Between Multiplication and Division

September 9, 2013

Update presentations are the result of collaboration between members of 2012 and 2013 Unit Review and Revision Teams

Microphone and speakers can be configured by going to:Tools – Audio – Audio setup wizard

Turtle Toms- tgunn@doe.k12.ga.us Elementary Mathematics Specialist

These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.

Third Grade Unit Two

Operations and Algebraic Thinking:

The Relationship Between Multiplication and Division

THE 3RD GRADE WEBINAR TEAM Lisa Anglea

Unity Elementary, Meriwether County Katie Breedlove

Mt. Carmel Elementary, Henry County Graham Fletcher

Hampton Elementary, Henry County Sarah Marshall

Tussahaw Elementary, Henry County Stella Newkirt

Julia P. Bryant Elementary School, Bulloch County

Christy Sutton Lee County Primary School, Lee County

**Special thanks to the 4th Grade Webinar Team for their assistance in this

presentation**

WHERE DID UNIT 2 COME FROM???

Units 2 and 3 were combined to create the new Unit 2

SO…WHAT’S NEW??

TASK TYPES

NUMBER TALKS 5-15 minutes By unit 2 this should become a routine Students have the responsibility to explain their

thinking The teacher is the facilitator Focuses on mental computation

2 x 44 x 42 x 54 x 54 x 7

WHAT IS THE GRADE LEVEL OVERVIEW?

Explanations and Examples of Standards

Rituals and Routines

AND…Much, Much, More!

HOW IS THE UNIT OVERVIEW DIFFERENT?

Specific to just the Unit

Found within the Unit Frameworks

Prepares you with background knowledge needed to begin the Unit

CRITICAL AREAS

Unit 2

Critical Area 1 Part of Critical Area 3

WHAT'S NEW??

STRATEGY VS. ALGORITHM

Steps Not flexible Teacher driven Possible lack of place

value

Flexible in nature Student developed Student

understanding Place value

AREAS OF CONCERN - WHY WE MERGED AND WHY TWO CULMINATING TASKS

Duplicated task ideas Two culminating tasks Development of the multiplication and

division number sentences

NEW TO A GRADE? NOT SURE WHERE TO START? START

HERE!!!https://www.georgiastandards.org/Common-Core/Pages/Math-PL-Sessions.aspx

This link directs you to all of the 2102-2013 webinars

A link to view the 2012-2013 webinars is located on page 15 of unit 2.

HOW TO CREATE A WIKI ACCOUNT

www.wikispaces.com

CREATING A WIKI ACCOUNT

Username Password

email

Basic Information

HOW TO REQUEST ACCESS TO A WIKI PAGE

Step 2: On this page, a search bar will appear.Search “K-5 Math Wiki”

Step 1: Click on your name

YOU ARE NOT A MEMBER OF THIS WIKI. JOIN NOW  DISMISS DON’T FORGET TO JOIN!

FALs, math games, unit edits, student work samples, and much more!!!!

This message will appear:

Why Arrays?You are building the foundation for later understanding, thinking, and flexibility in mathematics. What happens when students don’t develop this foundation?

Unit 2 ChallengesHey, this slide is from the 7th grade

Unit 2 Update Webinar!

Unit 2 Challenges

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Unit 2 Challenges

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Unit 2 Challenges

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Unit 2 Challenges

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Unit 2 Challenges

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Unit 2 Challenges

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Unit 2 Challenges

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Unit 2 Challenges

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Just for fun- this is what x2 looks like!

Unit 2 Challenges

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CCGPS Overview

“educators will need to pursue, with equal intensity, three aspects of rigor in the major work of each grade: conceptual understanding, procedural skill and fluency, and applications.“

Does this student have:procedural skill and fluency?conceptual understanding? the ability to apply mathematics?

Does this student have:procedural skill and fluency?conceptual understanding? the ability to apply mathematics?

Writing in Math

Standards for Mathematical Practice require students to express their thinking and record their strategies in written form.

Standards for Mathematical Practice

• SMP 1 – Students are required to explain their thinking when making sense of a problem.

• SMP 2 – Students are required to construct viable arguments and critique the reasoning of others.

Why Write in Math Class?

Marilyn Burns (2004):“Writing in math class supports learning because it required students to organize, clarify, and reflect on their ideas—all useful processes for making sense of mathematics. In addition, when students write, their papers provide a window into their understandings, their misconceptions and their feelings about the content.”

Math Journals

Purposes:–Record strategies and solutions–Reflect upon learning–Explain and justify thinking–Provide a chronological record of student math thinking throughout the year–Means of assessment to guide future instruction

Can you see the connections? • Visual images

• Recording thinking

• Explaining thinking

• Conceptual understanding

• Procedural fluency

• Application

Feedbackhttp://ccgpsmathematicsk-5.wikispaces.com/

Turtle Toms- tgunn@doe.k12.ga.usElementary Mathematics Specialist

Thank You! Please visit http://ccgpsmathematicsk-5.wikispaces.com/ to share your feedback, ask

questions, and share your ideas and resources!Please visit https://www.georgiastandards.org/Common-Core/Pages/Math.aspx

to join the K-5 Mathematics email listserve.Follow on Twitter!

Follow @GaDOEMath

Turtle Toms

Program Specialist (K-5)tgunn@doe.k12.ga.us

These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.