Math Matters @ HCSD

September 16, 2016 ~ Volume 1 ~ Issue 2

September 16, 2016 ~ Volume 1 ~ Issue 2

Recently Added:

DIALOGUE WITH DANIELLE ROMINE - HCSD Director of Elementary Curriculum

From time to time the math coaches meet with Danielle Romine to discuss questions from the field. Here are a few of the items we have discussed.


Question: Is it ok that students are only focusing on reading during the intervention block in grades K-3?



Answer: Yes. Being that 3rd grade is a mandatory retention grade, it is appropriate to put special emphasis on reading skills in grades K-3.

OTHER QUESTIONS FROM THE FIELD

You are not the only one who wants to know. Here are some answers to questions we have been asked while out and about in your buildings.


Question: Are teachers supposed to be using IXL and Khan Academy?


Answer: IXL and Khan should be used to to supplement their instruction (work in small groups, etc.). Click here to view the Official Computer Lab Expectations


Question: What is the protocol/expectation of students using chromebooks?


Answer: See the Chromebook Teacher Usage Manual

TEACHING STRATEGIES

"Life as a teacher begins the day you realize you are ALWAYS a LEARNER." - Robert John Meehan

Building NUMBER SENSE

Characteristcs of students who have good number sense:


  • reason flexability with numbers
  • can use numbers to solve problems
  • can identify when an answer is not reasonable
  • can make numerical relationships
  • can take numbers apart and put them together in different ways
  • can make connections among different mathematical operations
  • can do mental math
  • can make reasonable estimations
  • can see numbers as useful tools in solving problems



So, how do I help my students build number sense?


Strategies that Build Number Sense


  1. Model different methods for computing. Students need to know that there is more than one correct way to compute. This is easily practiced when doing NUMBER TALKS.

  2. Ask students to do mental math REGULARLY.

  3. Have classroom discussions about the strategies students are using. Compare different strategies and discuss things like effectiveness and efficiency.

  4. Make estimation an integral part of computing. This will help students determine when answers are reasonable.

  5. Question students about how they reason. Ask "Why do you think that?" , "Explain why that makes sense." or "Tell me more about how you reasoned."

  6. Pose numerical problems that have more than one possible answer.

    For example: I have $1.00. How can i spend exactly $1.00 by buying two things with different prices? What about buying 3 things with different prices? How could i spend exactly $1.00 by buying three things with different prices if I know one of them costs $0.39?



References:


Burns, Marilyn. "Part 1: From Arithmetic to Problem Solving." About Teaching Mathematics. 4th ed. Sausalito: Math Solutions, 2015. 51-55. Print.

WHERE ARE YOUR COACHES NEXT WEEK?

Here is a tentative schedule so that you know when your coach will be in your building. Any changes made to this schedule will be communicated to you by your coach via email.

Sherrie Morrison ~ Week of September 19, 2016

Mon: BROOKWOOD


Tue: BRIDGEPORT


Wed: FAIRWOOD


Thur: CRAWFORD


Fri: CRAWFORD (AM ONLY)

Carlee Bongiorno ~ Week of September 19, 2016

Mon: HIGHLAND


Tue: RIVERVIEW


Wed: RIDGEWAY


Thur: LINDEN


Fri: RIVERVIEW (AM ONLY)