# Making Sense of Math 2016-2017

## Why This Newsletter?

Each six weeks teachers meet together to analyze the Student Expectations (SEs) being taught. They meet with a consultant and discuss what is taught and how to teach it. These meetings are called "Rollouts". Consider this newsletter a "Parent Rollout".

This newsletter is intended to give parents an idea of what is being covered each six weeks in math and what their students should be learning.

Please contact Anna Holmgreen, Director of Instruction for Math, if you have questions.

aholmgreen@aliceisd.esc2.net

THE BLUE BOX BELOW TAKES YOU TO A SURVEY ABOUT POSSIBLE WORKSHOPS FOR PARENTS. PLEASE TAKE A MINUTE TO TAKE THE SURVEY!

## A Word About the Last Six Weeks

While we are entering the "home stretch" of the school year, it is important to remember that there is still teaching and learning happening. Many skills are being reinforced, but there are still others that are being taught to prepare students for the next grade level. Please encourage your student to share what he/she is learning in math class. Take opportunities to discuss how YOU are using math in your daily life, too.

## Games for the Summer

All students need time off, but they also need time to practice math in fun and engaging ways. Check out the following ideas:

Smack the Number - This is great for pre-K and Kinder kiddos. Label pieces of paper with numbers 1 - 6. Roll a die and have kids "smack" the number rolled with a fly swatter!

Kaboom - take popsicle sticks and write addition or multiplication facts at one end. Take one stick and write "KABOOM". Place sticks in a cup. Then children take turns pulling a stick. If they can identify the answer correctly they keep the stick. If they draw a KABOOM stick, all their sticks must go back in the cup.

Bottle Cap Facts - Take a bottle cap and place a sticker on the outside with addition or multiplication facts. On the inside, place another sticker with the answer. This is a self-checking game for kids.

These are just a few games that can be modified. You can smack the number for multiplication or addition facts, practice addition and subtraction with Kaboom or Bottle Caps. There are LOTS of cool ideas on Pinterest, too!

## Websites

If your child is into technology, you can visit lots of sites to help with math over the summer.

## Kindergarten

The last six weeks Kinder students will be working on:

• identifying measurable attributes of objects, including length, capacity, and weight.
• describing the differences of the attributes between two objects using comparative language. (less than, more than, lighter than, lightest, longer than, longest, etc.)
• Students also work on counting, problem solving, and graphing.
• Counting now involves an understanding of the relationship between the numbers in the counting sequence.
• Students begin to understand how numbers increase by one during the forward count or decrease by one during the backward count. Because of this understanding, students are able to count forward and backward easily without the use of objects.
• Students transition to reading, writing, and representing numerals without objects or pictures.
• Students also transition from one-to-one correspondence to working with number relationships. These mathematical relationships are applied when students generate and compare sets of objects or compare written numerals using comparative language.
• Students instantly recognize quantities as they compose and decompose numbers.
• Students are able to explain the strategies used to solve problems with sums and minuends to 10.
• Numeracy concepts extend into graphing. Students draw conclusions about data in both real-object and picture graphs.

## 1st Grade

• Students use concrete, non-standard measuring tools (paper clips, cubes, etc.) to measure the length of objects and determine the length of objects to the nearest whole unit and describe the length using numbers and unit labels.
• Students also measure the length of an object using two different units of measure and begin to recognize that smaller units require more units to measure and larger sized units require fewer units to measure.
• Students will generate and solve addition and subtraction problems within 20 using a variety of objects, pictorial models, and strategies.
• Students will apply basic fact strategies and properties of operations (additive identity, associative property of addition, and commutative property of addition) to add and subtract two or three numbers, including determining the unknown when the unknown may be any one of three or four terms in the equation.
• Students will represent and explain their solution strategies using words, objects, pictorial models, and number sentences, including explaining the role of the equal sign in an equation.

## 2nd Grade

• Students model, create, and describe multiplication and division situations where equal grouping is involved.
• Students use repeated addition or skip counting to determine the total number of objects and describe these situations using language such as “3 equal groups of 5 is 15.”
• Students extend the understanding of equal grouping situations to include determining the area of a rectangle.
• Students discover the relationship between a variety of equal group models and the arrangement of the objects in rows and columns to determine area.
• Students also use concrete and pictorial models to represent problem situations such as “15 separated into 3 equal groups makes 5 in each group” or “15 separated into equal groups of 5 makes 3 groups.”
• Students begin to see the inverse relationship multiplication and division that is similar to the inverse relationship between addition and subtraction.
• Students revisit and solidify essential understandings of fractions.
• Students partition objects into equal parts and naming the parts, including halves, fourths, and eighths, using words rather than symbols (e.g., one-half or 1 out of 2 equal parts rather than ).
• Students recognize the inverse relationship between the number of parts and the size of each part and explain this relationship using appropriate mathematical language.
• Students determine how many parts it takes to equal one whole, and use this understanding to count fractional parts.

## STATE Testing Grades 3-8

Grades 3 - 8 will be finishing up instruction in preparation for STAAR testing, which will occur May 9th. This will be the only test for math for grades 3-4, 6-7 and the RETEST for grades 5 and 8 (for identified students).

## 3rd Grade and 4th Grade

The last few weeks of this year, third and 4th graders will be working to solidify their knowledge of number and operations. They will be working to:

• represent and compare whole numbers using place value (ten thousands, thousands, hundreds, tens and ones using objects, pictures, numbers and expanded notation)
• describe mathematical relationships in the base-ten system through the hundred thousands place
• represent a number on a number line as being between two consecutive multiples of 10, 100, 1000, etc. and rounding whole numbers
• compare and order whole numbers up to 100,000 using <, >, or = symbols *note that 4th graders go to the Billions place

## 5th Grade and 6th Grades

Fifth and Sixth grades will be focusing on operations with whole numbers. This includes word problems, visuals to model, etc. Sixth grade will also be working extensively with fractions.

## Grades 7 and 8

Students in Grades 7 and 8 will be finishing up the curriculum prior to the test and working on projects the last couple of weeks of school that help students apply knowledge they have gained this year.