Math news and planning information

April 18th - April 29th

Ramblings of Jennifer & Stephanie...

Team Leaders and Spotlight Teachers, please make sure to forward this newsletter onto your team members and any SPED support teachers that you feel could benefit from this information.


It's that time of year! Our Curriculum Writers are meeting on May 19th to reflect upon and update our district resources including the Scope and Sequence, CPA calendars, Performance Assessments and Benchmarks for each grade level. It is our hope to continually improve and make changes which improve student achievement. To help us in this effort, we encourage you to fill out this survey. Survey results will be given to the curriculum writers so they can discuss suggestions and make the appropriate updates as needed.

Curriculum Writing Opportunity

Does writing the math scope and sequence for your grade level sound like fun? Would you like to help write Performance Assessments or Benchmarks? If being on the Elementary Math Curriculum Writing team is something you are interested in hearing more about, please let Stephanie or I know!

On a recent search of Twitter, we came across a new website called Which One Doesn't Belong. This website is full of thought provoking puzzles for all ages. Students determine which picture they think doesn't belong. Students then justify their answer by making connections, using mathematical language and communicating their thinking. There is more than one answer to each puzzle therefore allowing students of all levels to participate and feel successful.


Think about the example to the left.


The bottom right triangle doesn't belong because it is shaded black and the others are not shaded.

The top right doesn't belong because it is a hexagon and the others are triangles.

Is there another one that doesn't belong?


What a great activity to differentiate learning! The link below will take you to this fantastic resource.

Don't Forget!

CAMT (Conference for the Advancement of Mathematics Teaching) is going to be held this summer from June 29th - July 1st at the Henry B. Gonzales Convention Center in San Antonio, Texas. Early Bird registration is currently open! Register at camtonline.org.

Kindergarten

TEKS: K.3A, K.3B, & K.3C


For the weeks of April 11th - 29th, students are going to focus on the action of separating to represent subtraction, solving word problems to find differences within 10, and explaining the strategies they used to solve subtraction problems. The TEKS focus for this week is K.3A, K.3B & K.3C. Take a look at the unpacked TEKS above and reminders below to help you plan the lessons for this week.


Reminders:


  • Students need to model that they can separate a set to find a difference.
  • Students need to solve subtraction word problems using concrete models or pictures.
  • Students need to explain and record their observations while solving problems. Students can explain their thinking using spoken words, pictorial models, and number sentences.
  • Teach and Model QDPAC "Thinking processes" and "Graphic Organizer" while solving word problems at any time. QDPAC graphic organizer should be modeled when you are solving word problems.
  • Make sure you are NOT teaching students to identify key words. Students should be focusing on what action is happening in the story. Make sure to take a look at the Action Posters on Forethought under TEKS K.1B.
  • Kindergarten students are not expected to do QDPAC independently. Students help teachers solve problems using QDPAC as the teacher models.

1st Grade

TEKS: 1.6G, 1.6H, 1.7A, 1.7B & 1.7D


For the week of April 18th - 22nd students will focus on learning about fractions through partitioning a 2D shape into fair shares and identifying examples and non-examples of halves and fourths. The TEKS focus for this week is TEKS 1.6G and 1.6H. Take a look at the unpacked TEKS above and reminders below to help you plan your lessons for this week.


Reminders:


  • Students are expected to partition 2D figures into two or four fair shares.
  • 2D figures include circles and rectangles.
  • Students are expected to describe the partitioned parts of 2D figures as "halves" and "fourths" using words.
  • Students are NOT expected to use fraction symbolism (1/2) to describe halves or fourths.
  • Students are expected to identify examples and non-examples on halves and fourths. Focus is on fair shares.


For the week of April 25th - 29th students will focus on length measurement. The TEKS focus for this week is 1.7A, 1.7B & 1.7C. Take a look at the unpacked TEKS above and reminders below to help you plan your lessons for this week.


Reminders:


  • These TEKS should be embedded all together.
  • Make sure activities provide opportunities for students to use both tools that focus on the continuous nature of length (such as string, adding machine tape and ribbon) and units of length (such as paperclips, craft sticks and color tiles).
  • Make sure students describe length using both a number and a label to identify length (5 paper clips).

2nd Grade

TEKS: 2.3A, 2.3B, 2.3C, 2.3D, 2.8B & 2.8D


For the week of April 18th - 22nd students will continue to focus on 3D solids. Students will classify, sort and compose 3D solids. The TEKS focus for this week is TEKS 2.8B & 2.8D. Take a look at the unpacked TEKS above, the CPA calendar, and reminders below to help plan your lessons for this week.


Reminders:


  • Formal geometric language for 3D solids include vertex, edge, face, and base.
  • Students are expected to classify (name) and sort 3D solids based on attributes.
  • When sorting solids students will focus on their similarities and differences.
  • Students are expected to compose 3D solids based on given attributes.



For the week of April 25th - 29th students will focus on learning about fractions. The TEKS focus for this week is TEKS 2.3A, 2.3B, 2.3C & 2.3D. Take a look at the unpacked TEKS above, the CPA calendar, and reminders below to help plan your lessons for this week.


Reminders:


  • In first grade, students partitioned 2D shapes into two and four fair shares and students identified examples and non-examples of halves and fourths.
  • Start fractions with TEKS 2.3D. Students first need to be able to identify examples and non-examples of fractions. Make sure students justify how they identified the examples or non-examples.
  • Remember to show examples of halves, fourths, and eighths that have equal areas but do not have congruent parts. Example!
  • After TEKS 2.3D, students will work on TEKS 2.3A, 2.3B & 2.3C.
  • Students have to partition objects into two, four and eight fair shares. Objects may be one- or two-dimensional such as lines, strips, regular polygons, or circles.
  • Name fractions with words (one-half or three-fourths) rather than fraction notation of a/b.
  • For TEKS 2.3B make sure students are explaining why! This is a key understanding that leads to comparing fractions in 3rd grade. Make this a focus.
  • Students do need to be counting fractional parts greater than one whole in 2nd grade. Example: one-half, two-halves, three-halves
  • Students need to identifying how many halves it takes to make one whole. Example: two halves equals one whole

3rd & 4th Grade

For the next three weeks, students in both 3rd and 4th grade will be reviewing all math TEKS in preparation for STAAR using the district created Countdown to STAAR materials.


All Countdown to STAAR resources can be found in Forethought including directions on how to implement the countdown in your classroom.


Attached is the Countdown to STAAR newsletter with a few key reminders about the Countdown to STAAR that you will find useful. Please contact either Stephanie or I if you have any questions, concerns, or need help implementing Countdown to STAAR. We will be glad to come out and help!