Elementary Math Update
November 2015 Edition
Welcome Fall: A Math Contest
In this spirit I wanted to host a contest for pictures. I am inviting teachers and students to capture math pics and upload them to a Google folder using the following link. The contest will end November 30th and winners will be announced the following week.
Guidelines:
- Take a picture that represents both fall and math from our everyday lives (in or out of school)
- Video a student or have a student hand write explaining why/how this picture demonstrates math (the more the merrier)
- Share your video/pictures of fall along with student descriptions or pictures of student descriptions using the Google link.
- Be sure to create a folder within the attached Google folder with your school's name on it for easy sorting.
- Files should be labeled with teacher name and grade
- HAVE FUN!!!!!
District's Outstanding Elementary Mathematics Teacher 2015: Rebekah Lonon Piney Grove Elementary
As a classroom teacher Bekah was always committed to her students' deep understanding of math. She is also committed to her own growth and development as a learner of mathematics. Bekah has supported teachers during the school year in teaching alliance sessions and developing strong literacy and math connections in her "If it works for literacy, why not for math?"course often held in the summer months. Bekah, opened her classroom to teachers for lesson study and also participated in a year long lesson study project to deepen her practice as a math teacher.
She studied under Susan Copeland, math facilitator at JV Washam prior to joining the Piney Grove team as a coach. She is a delightful person, wonderful teacher and committed learner. Join me and NCDPI in celebrating her for the great work she is doing with children in CMS.
The youtube link was a first attempt with a whole class. I enjoyed my time and applaud the students from Ms. Thomas' 4th grade class for hanging in there with me. In retrospect, I would have done only a couple of components of the process with them and revisited the story for different components on a different day. It is too much for 1 math session. The process of slowing down and thinking about our thinking must be eased into for students. I would not suggest taking any group in to this too quickly.
The google link is from teachers at Winding Springs! I LOVE the way they used this in the place of ten minute math to launch math thinking. You will want to watch the videos in the order that they appear below to understand.
More on Noticing and Wondering...
Professional Reading in Math
Beacon Cycle 3 Assesmsents
NON- Beacon
751960: 5th Grade
751976: 4th Grade
751983: 3rd Grade
Beacon:
736160: 5th Grade
737523: 4th Grade
732642: 3rd Grade
K-2 Mathematics Assessments Join us for a webinar on Nov 10, 2015 at 3:30 PM EST.
K-2 Math Assessments. During the webinar, we will discuss changes to the scoring rubric for the Mid-Year Assessment, frequently asked questions, and give examples of student work.
After registering, you will receive a confirmation email containing information about joining the webinar.
Teaching Literacy Skills in Math Class
Reasoning Skills Support Literacy and Mathematics
- Does each grade level know their fluency expectation for math?
- Are you familiar with the "problem types" also known as story context structures for addition and subtraction? multiplication/division?
- Is every teacher aware that the state has provided guidance around the problem types that students should have mastery of at each grade level? (see unpacking for grade 2 on NCDPI wiki page 36)
- Do teams have a sense of the story contexts that each student has mastery of within each grade level?
- In grades 3-5, are teachers unpacking the above question and using this data to analyze multi-step problems?
- In k-2 do you have a plan for communicating deficiency with problem types to rising grade levels to inform beginning of the year intervention efforts?
- Are teachers using strategies to develop students' ability to visualize, retell, ask questions, and model action in problems without having to answer a question?
How might we intentionally teach math story structures?
https://drive.google.com/a/cms.k12.nc.us/folderview?id=0B-eblhzoEHqxUzRYM04zdHB3MkU&usp=sharing
Contact us with question and concerns
Email: k.turner@cms.k12.nc.us
Website: www.elementarymathematics.org
Twitter: @kanekaturner