Katie Costello K -5 Math Specialist kcostell@somsd.k12.nj.us 973-476-8440 Kimberly Beane K -5 Supervisor of Math & Science kbeane@somsd.k12.nj.us 973-769-2413 K -5 Math & Science New Teacher Institute Welcome! We’re excited to do math & science with you! Please make a name tag with your first name on it!
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Conceptual WHY before HOW One to One Correspondence Quan77es and Values Each piece RELATES to all others Reading with understanding
Procedural How Oral Coun7ng Wri7ng numbers, Spelling numbers Isolated steps or steps without meaning Phone7c or word calling
Pedagogy: Perceptual Variability
Zoltan Diene’s research proved that children gain the most conceptual understanding when they are exposed to a concept through a variety of materials or experiences.
Perceptual Variability
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Reflec7ng On Pedagogy
v Concrete-‐Pictorial-‐Abstract (Bruner)
v Rela7onal Understanding (Skemp)
v Mul7ple Representa7ons (Dienes)
Select one strategy for addressing math learning difficul7es. Discuss how it connects to Singapore Math Pedagogy…
Beginning Count together One to One Corr.
Intermediate Student counts Touching objects Transi7oning from manipula7ves
Advanced Group similar objects Grouping for coun7ng Making number bonds
Challenge Coun7ng beyond pic If one more frog… If one less frog… Making stories
Look & Say (Math Talk)
Kindergarten
Anchor to 5. Bonds to 5.
K & 1st
Anchor to 10. Bonds to 10.
Number Lines �make �
Number Sense�
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Composing & Decomposing Numbers
Decomposing Numbers
Composing Numbers
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Mental Math Strategies
Place Value Strips
1. Find a partner to compose one of these numbers: 61 42 23 35 14 56
2. With your partner say these about your number:
a. ____ tens and ____ ones make _____ b._____ + _____ = _______
Place Value Strips 3. Find another pair to add these numbers mentally:
61 + 35 = 42 + 23 = 56 + 14 =
4. Use the hundreds around the room (and a partner) to make these numbers…
142 361 523 435 614 256
Place Value Strips
5. Come to the front of the room and put the 3-‐digit numbers in order from least to greatest.
6. Find another pair to add these numbers mentally:
30 min. Sci or SS Sci or SS Sci or SS Sci or SS Sci or SS
30 min. Indiv. Math Instruc7on
IMI IMI IMI IMI
60 min. Special Special Special Special Special
Differen4a4on vs. Individualiza4on 60 Minute Math Lesson
30 Minute Individualized Math Instruc7on
Follows curriculum
Covers all standards
New content
Similar, 4ered tasks
Same concept for all
Meets child where he/she is
Focuses on founda4onal skills
Familiar content
Individualized tasks
Concepts individualized
Scoring and Progress Reports
Homework
K-‐1 • Number Sense Games or Hands-‐on Tasks • Fact Games • Online Games and Tasks (LiveBinder, Math in Focus) Gr. 2-‐5 • FACT PRACTICE Online Games and Tasks (LiveBinder, Math in Focus) • Extra Prac7ce of what has been taught • Extension word problems of what has been taught • Blackline masters from district instruc7onal materials
Kim’s Math PD Resources Find ALL of Kim’s PowerPoints by searching Kbeane on SlideShare.net. hjp://www.slideshare.net/KimberlyBeane/presenta7ons
Find ALL of Kim’s STEM LiveBinders by searching Kbeane on LiveBinders.com hjp://www.livebinders.com/shelf/search_display_author?terms=KBeane
Follow Kim’s educa7onal research, policy, and STEM tweets @KimberlyLBeane For STEM updates, PD discussions, and general collegiality friend Kimberly Beane on Facebook