MATH STUFF #10
11/2/15
THIS WEEK'S MATH MEETINGS (GRADE REP ONLY)
Elementary Math PLC - Grade 2
HDC RM 204
Dates/Times: November 3, 2015 at 8:00 AM to 11:00 AM
Location: Hafley Development Center
Elementary Math PLC - Grade 1
HDC RM 204
Dates/Times: November 4, 2015 at 8:00 AM to 11:00 AM
Location: Hafley Development Center
Elementary Math PLC - Kinder
HDC RM 204
Dates/Times: November 5, 2015 at 8:00 AM to 11:00 AM
Location: Hafley Development Center
Agenda:
Universal Screener discussion/input
Looking at KR Common Assessments – Don’t panic 1st grade, we will look at 2nd grade results
Group Learning – Strip Diagrams
How do we (K-2) Impact STAAR Achievement?
Personal Learning/Backward Design Planning
You will want to bring your KR assessment book and your Developing Number Concept book that goes with it. Talk to your Math Specialist if you do not have one. Bring your laptop please. Looking forward to seeing all of you!
Visual Math Improves Math Performance
by Jo Boaler Stanford Professor of Mathematics Education, Online Course Experimenter, Co-Founder of Youcubed, author of the new book: Mathematical Mindsets.
Some of the world’s top mathematicians engage almost entirely with visual mathematics.
Visual mathematics is an important part of mathematics for its own sake and new brain research tells us that visual mathematics even helps students learn numerical mathematics.
In a ground breaking new study Joonkoo Park & Elizabeth Brannon (2013), found that the most powerful learning occurs when we use different areas of the brain. When students work with symbols, such as numbers, they are using a different area of the brain than when they work with visual and spatial information, such as an array of dots. The researchers found that mathematics learning and performance was optimized when the two areas of the brain were communicating (Park & Brannon, 2013). (for math questions that encourage this use of visual and symbolic representations see https://www.youcubed.org/tasks/).
Additionally, they found that training students through visual representations improved students’ math performance significantly, even on numerical math, and that the visual training helped students more than numerical training.
What is Visual Mathematics?
At youcubed we provide many different mathematics tasks that engage students in visual mathematics. Through decades of work with students, teachers, high-tech companies, politicians and others we have learned that people are excited and inspired when they see mathematics as pictures, not just symbols. For example, consider how you might solve 18 x 5, and ask others how they would solve 18 x 5. Here are some different visual solutions of this problem.
Mathematics is a subject that allows for precise thinking, but when that precise thinking is combined with creativity, openness, visualization, and flexibility, the mathematics comes alive.
Teachers can create such mathematical excitement in classrooms with any mathematics question by asking students for the different ways they see and can solve the problems and by encouraging discussion of different ways of seeing problems.
For an example of visualizing algebra see here.
When we don’t ask students to think visually, we miss an incredible opportunity to increase students’ understanding and to enable important brain crossing.
2ND 9 WEEKS - SKILLS BLOCK 5TH GRADE WEEK 2
· Multiplication/Division Fact Fluency-each student is working on activities to support their individual goal
· Investigations Unit 6 Session 1.3 – Decimals on Number lines
· Investigations Unit 6 Session 1.4 – Decimals In Between
"POSITIVE MATH NORMS POSTERS" Thanks Mrs. Brinkley
2ND 9 WEEKS - SKILLS BLOCK 4TH GRADE WEEK 2
· Multiplication Fact Fluency-each student is working on activities to support their individual goal
· After teaching Unit 5 Session 3.3: Repeat Changing places game from Session 1.3 except use the 10,000 chart instead of 100 chart
· Number of the Day-Use numbers from 1,000 to 100,000 – Students create as many equations as they can to represent the given number. Teacher can give limitations to encourage flexibility such as: must use multiplication in equation, must use two operations, must use a multiple of 10 in the equation, must go past the target number and come back to it, etc…
VIDEO of 3RD - 5TH GRADE PLC POWERPOINT from last week
2ND 9 WEEKS - SKILLS BLOCK 3RD GRADE WEEK 2
· Subtraction Fact Fluency Test based on new Fact Fluency Expectations – Identify weak strategies for students to focus on – Begin Goal Setting
· Continue work on understanding story problems by reading, retelling, modeling/acting out, and choose the operation. Do a sorting activity in which students sort problems into the operation they would use and write the equation that matches. Do not solve for the answer. See Unit 3 pg 203 for more information.
· Using Relationships to Solve Problems- Practice the skills of adding multiples of 10 and 100 without having to compute on paper & the skill of using what you know about one problem to solve another problem. Sometimes lists of problems are related and you don’t have to solve each problem separately. Have discussions about developing our flexibility with strategies by using the relationship of the first problem to solve the second problem. Teacher choice from SAB Unit 3 pg 5, 37, 45, & 53
SOME MATH APPS
CLICK BELOW TO FIND MATH APPS
Tim D'Amico - Math Interventionist
Email: tdamico@ems-isd.net
Website: http://www.emsisd.com/Domain/4257
Location: Fort Worth, TX, United States
Phone: 3222
Twitter: @MathStuffNews