E2CCB Webinars and Workshops
The following webinars are designed to give you a big picture overview of the mathematics students will be learning through the following mathematics curriculum modules.
Click on the titles below to register for a webinar. A link to access the webinar will be sent to the email you provided in your registration a few days before the webinar. Please choose to enter as a guest. You will not need a username or password. The room will open 15 minutes before the scheduled webinar. The sessions will be recorded so if you can't participate in the live sessions please register anyway. A link will be sent out to all registered participants for later viewing.
8:30-9:30 am Tuesday, February 18, 2014
Two students solve 8 + 6 and both say that the answer is 14. Do they have the same understanding of addition? Not necessarily. This session will look at the levels of counting strategies. We will discuss the importance of helping students move on to more sophisticated strategies.
8:30-9:30 am Wednesday, February 19, 2014
In Module 4 students begin the formal study of algebraic expressions and equations. This work extends the thinking developed in Modules 1-3. Students build an understanding of equivalent expressions by relating algebraic expressions back to arithmetic and the properties of arithmetic (commutative, associative and distributive.) We will look at the models used and examine a few problems that demonstrate the mathematics learned in this module. You will find it useful to review the module overview and the module assessment prior to this session. Pages 1-7 of the Expressions and Equations Progression Document will give you some insight into the standards that will be taught in this module.
1:00-2:00 pm Wednesday, February 19, 2014
In Grade 3 students learn to recognize fractions as numbers that live on the number line along with the whole numbers that they've come to know so well. We will look at sample problems the students will be doing and talk about how these problems develop an understanding of the meaning of fractions. You will find it useful to review the module overview and the module assessment prior to this session. Pages 3-5 in the Fraction Progression Document will give you helpful insight into the standards taught in this module.
8:30-9:30 am Thursday, February 20, 2014
In Grade 4 students take what they have learned in Grade 3 about the meaning of fractions and extend it into finding equivalent fractions, ordering fractions, adding and subtracting fractions with like units, and multiplying a fraction by a whole number. We will work through several problems that show the models used and draw out the connections made to the earlier work done with whole numbers. You will find it useful to review the module overview and the module assessment prior to this session. Pages 6-10 in the Fraction Progression Document will give you helpful insight into the standards taught in this module.
10:30-11:30 am Thursday, February 20, 2014
We will look at the models used to build an understanding of creating like units to add or subtract. We will see how the strategies used in this module to add or subtract fractions are similar to the strategies used with whole number operations in earlier grades. We will explore those connections as we work through several sample problems. You will find it useful to review the module overview and the module assessment prior to this session. Pages 11-14 in the Fraction Progression Document will give you helpful insight into the standards taught in this module.
1:00-2:00 pm Thursday, February 20, 2014
Module 3 focused on comparison of numbers. We will look at how Module 4 takes this concept a step further to learn about embedded numbers. Knowing that 3 is less than 7 leads to understanding that 3 and 4 make 7 and 3 + 4 = 7. We will discuss how the thinking is more complex than the ideas presented in earlier modules. You will find it useful to watch the number stairs portion of this video that is posted on EngageNY and to review the module overview and module assessment prior to this session. Pages 8-11 in the Counting and Cardinality/ K-5 Operations and Algebraic Thinking Progression will give you helpful insight into the standards taught in this module.
8:30-9:30 am Friday, February 21, 2014
Earlier in the year students learned to complete a ten when adding numbers. Module 4 takes this understanding and the students’ understanding of place value to add and subtract numbers to 40. Students will see how these larger problems are very similar to the smaller addition and subtraction problems that they did earlier. Students begin to see a problem like 23 + 6 as an opportunity separate the “2 tens” in 23 and concentrate on the familiar addition problem 3 + 6. Adding 8 + 5 is related to solving 28 + 5; complete a unit of ten and add 3 more. We will work through sample problems to discuss how this understanding is developed. You will find it useful to watch the addition and subtraction video that is posted on EngageNY and to review the module overview and module assessment prior to this session. Pages 6-7 in the Numbers and Operations in Base Ten Progression will give you helpful insight into the standards taught in this module.
1:00-2:00 pm Friday, February 21, 2014
In Module 6, students develop an understanding of equal groups and recognize that any number can act as a unit, not just the powers of 10. Making equal groups of 2 stars leads to seeing a unit of 2 stars. They can count by this unit 1 two, 2 twos, 3 twos, etc. They also recognize that 3 groups of 2 stars equals 6 stars or 3 twos is 6. We will work through examples to see how this work lays the foundation for the multiplication and division work the students will do in Grade 3. You will find it helpful to watch the number stairs portion of this video posted on EngageNY and to review the module overview and assessments prior to attending this session. Reading the section “Levels in problem representation and solution” page 25 of the Counting and Cardinality/ K-5 Operations and Algebraic Thinking Progression document will help you see how the work of Grade 2 lays the foundation for Grade 3.
Historically the study of fractions has been a challenging topic for students. Sayings like, "yours is not to wonder why, just invert and multiply," highlight the fact that many students have survived fractions by following a process and leaving their questions of how fractions work and what fractions mean at the door. The following video is the introduction to a 7 unit sequence of short videos that quickly explain the key fraction concepts students will learn through the common core state standards. Viewing this video and the short series of videos found on the Illustrative Mathematics website will give you a good background on the fraction standards. (You will need to be able to access Youtube to view the videos.) Each workshop will be held at Wheelock Primary School from 8:30 am to 3:00 pm. Click on the workshop title for the details of each session.
March 3, 2014 - Grade 3 Module 5 Fractions on the Number Line (We will take a quick look ahead at Module 6 to discuss 3.MD.3.)
March 5, 2014- Grade 5 Module 4 Multiplication and Division of Fractions and Decimal Fractions (We will take a quick look ahead at Module 5 to discuss 5.MD.3-5.)