Slice of the Pi
December Edition
Candace Bushnell
An end. A beginning.
Wherever you fall on this spectrum, I'm sure there are things you're ready to leave behind (Ugh. I always hate this lesson!) or interested in starting ( I'd really like to have learners more engaged in math discussions!). As we close this year, I'd love to support you as you think about how to stop, or start, aspects of instruction in your room. Interested? Reach out to plan a coaching conversation.
Thank you for your continued self reflection and allowing me to be part of your learning process. I'm so impressed with the dedication and innovation I see all across Region 15- I learn something new every day!
May your holiday season be filled with joy and laughter!
Reasoning Mathematically proficient students understand and use assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. | and They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason about data, making arguments that take into account the context from which the data arose. Proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. | ProofElementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. corestandards.org |
Reasoning
and
Proof
Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
corestandards.org
Bridging Math and Writing
Interested in learning more?
I've linked an article from NCTM on promoting mathematical argumentation and a chapter from ASCD Teaching Students to Communicate Mathematically by Laney Sammons.
And below is a video from an Ignite talk by Chris Luzniak, Stenhouse author of Up For Debate!, a teacher resource on creating structures and routines that will get your students talking, listening, and debating.
Reach out if this something I can help you explore!
Dear Family,
Music to our ears- Symphony Math. You've probably recently received communication from your interventionist about our free trial of Symphony math (and if not I'm sure it is soon to come!) which can be used with entire classes, small groups, or individual students. Many of you reported parents asking for additional math work at conferences and this has school to home use! Students will take a placement test and be provided learning opportunities at their precise instructional level. In their words it is:
A web-enabled program with a visual and highly intuitive interface, Symphony Math® helps students understand at a conceptual level. Instead of being overwhelmed by numbers, students move at their own speed and learn how math works. Try some sample tasks from Symphony here.
Another great direction for parents looking for more math practice at home- games! See a sample of an early elementary option below on Twitter- my niece loved it. Click the link for more options. Bridges work places can often be modified for home use too- a paperclip makes a perfect spinner. Encourage families to ditch the extra worksheets and have some fun learning!
What time is lunch?
CCSS.MATH.CONTENT.1.MD.B.3
Tell and write time in hours and half-hours using analog and digital clocks.
Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
CCSS.MATH.CONTENT.3.MD.A.1
Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.
CCSS.MATH.CONTENT.4.MD.A.2
Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.