Math Stuff #3

Highlighting some Math Ideas and Strategies

READ THE BEST LANGUAGE FOR MATH ARTICLE

IS IT BETTER TO SAY ELEVEN OR IS IT BETTER TO SAY TEN ONE?

NEW TEKS IN 3RD GRADE

● Understanding base 10 system.
● Place value to 100,000 rather than 9,999
● Focus on use of number line
● In Fractions denominators are specified as 2,.3,4,6, and 8.
● Benchmarking of Fractional parts. Strip diagram and number line
● Equivalent Fractions on number lines
● Specify reasoning strategies for comparing fractions with same numerator or same denominator
● Properties of operations (Commutative, Associative, Distributive)
● Arrays and area models in multiplication
● Multiple strategies for multiplication and division including number lines, partial products
● 10 by 10 multiplication without concrete models
● Odd/Even – Divisibility rule for 2
● Determine unknown whole number in multiplication and/or division equation.
● Area is limited to rectangles
● Array area model relates to multiplication
● Decompose composite figures formed by rectangles to find area
● Find missing length in perimeter
● Perimeter specifies polygons
● Adding and subtracting time intervals
● Dot Plots, frequency table, and scaled intervals
● Solving problems using data with frequency tables and dot plots
● Personal Finance Literacy

1ST 9 WEEKS (WEEK 6) - 3RD GRADE SKILLS BLOCK


• Addition Fact Fluency-each student is working on activities to support their individual goal
• Mini-Lessons for Math Practice pg 18: Coin Riddles
• Create your own Quick Images using Ten Frames or Place Value Pieces
• Continue Measurement Mini-lessons

A NEW APP FOR TEACHING ARRAYS

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TIM'S TAKE on LLAMA DRAMA

This is a great app for younger kids to start learning how to use arrays. It's recommended for ages 6-8. I can see some with it 5 year olds and students in 3rd through 5th grade benefiting from this app.

I have enjoyed using this app my self and now have my kindergarten daughter using it.

Great App!!!
Assign lessons, practice and quizzes on LearnZillion

BELOW IS LEARNZILLION'S YOUTUBE CHANNEL THAT HAS LOTS OF MATH VIDEOS

LEARNZILLION HAS AN APP

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TIM'S TAKE on LEARNZILLION.COM

This site is similar to Tenmarks.com. It has very good video lessons and will challenge students of all levels. This is a good site for homework or you could use it for "Flipped Lessons."

I sometime use this site just for the videos. A video can be a great way to reteach a concept to a struggling student.

Above there is a link to Learnzillion's Youtube page that has many videos to choose from without having to navigate the website.

Learnzillion.com is another great resource. Sign up or go to the Youtube channel to see if it's right for you.
VIDEOS FROM MATH PERSPECTIVES

Check out some videos of the Kathy Richardson Assessments

Number Arrangements 1st Grade (Is)

NEWS TEKS IN 4TH GRADE

● Rather than using place value to read, write, compare, and order whole numbers, students are expected to interpret the value of each place value position as 10 times the position to the right or as one-tenth of the value of the place to its left.
● Students should interpret place value and compare whole numbers to the billions place.
● Students use expanded notation and numerals to represent the value of digits in whole numbers through 1 billion and decimals to the hundredths place.
● Students should round whole numbers to the hundred thousands place.
● Students should represent decimals to the hundreds place using concrete and visual models and money.
● Determine measurements to the hundredths place using a number line.
● When investigating fractions other than unit fractions, in which the numerator is 1, students should be able to join (compose) or separate (decompose) the fractions of the same whole in more than one way. (Example: 2/3=1/3+1/3)
● Students should be able to compare two fractions without using models or pictures.
● Students should be able to add and subtract fractions with common denominators, first using objects and pictorial models, and building toward using a number line and properties of operations.
● Students should add and subtract fractions using benchmark fractions (0, ¼, ½, & 3/4 ) and evaluate the reasonableness.
● Add and subtract whole numbers and decimals to the hundreds place using the standard algorithms-not just concrete and pictorial models.
● Students should represent the product of 2 two-digit numbers using arrays, area models, or equations including perfect squares through 15 by 15.
● Using strategies such as commutative, associative, and distributive properties, mental math and partial products along with standard algorithms, students will multiply up to a 4-digit number by a 1-digit number and 2-digit numbers by 2-digit numbers.
● Students will divide using 4-digit dividends using strategies and algorithms.
● Students will solve multiplication and division problems and interpret remainders without the use of pictorial representation.
● Solve multi-step problems involving the 4 operations of whole numbers using strip diagrams and equations with variables.
● Use and/or create an input/output table to generate a pattern and a rule.
● Students use models to discover the formulas for perimeter and area of rectangles and squares and solve problems related to perimeter and area of squares and rectangles.
● Identify points, lines, line segments, rays, angles, and perpendicular and parallel lines without pictorial or concrete models.
● Identify and draw one or more lines of symmetry in 2 dimensional figures. (no longer using reflections to determine symmetry)
● Apply knowledge of right angles to identify acute, right, and obtuse triangles.
● Classify 2 dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of specified sides.
● Students understand that there are 360 degrees in a circle, and angles are measured to the nearest whole number as “slices” out of the circle where the center of the circle is the vertex of the angle.
● Students measure and draw angles to the nearest whole number using a protractor.
● Determine the measure of an unknown angle formed by two non-overlapping adjacent angles given one or both angle measures.
● Represent data with whole numbers and fractions on a frequency table, dot plot, or stem and leaf plot.
● Solve one and two step problems using data and whole number, decimal, and fraction form in a frequency table, dot plot, stem and leaf plot.
● Distinguish between fixed and variable expenses.
● Calculate profit in a given situation.
● Compare the advantages and disadvantages of various savings options.
● Describe how to allocate a weekly allowance among spending, saving, including for college, and sharing.
● Describe the basic purpose of financial institutions, including keeping money safe, borrowing money, and lending money.

1ST 9 WEEKS (WEEK 6) - 4TH GRADE SKILLS BLOCK

· Multiplication Fact Fluency-each student is working on activities to support their individual goal

· Repeat Digit Place, Coin Riddles and/or Pig from Mini-Lessons for Math Practice

· Continue discussion about understanding story problems. Continue the retell, act out/model ideas. AVOID TEACHING KEY WORDS!

Begin discussing which types of actions are used in multiplication and division problems. Create an anchor chart for students to refer back to. For example: Multiplication Actions: equal groups of, repeated addition, rows/columns, arrays, opposite of division, area, all possible combinations, etc… Division Actions: dividing into equal groups, splitting into equal groups, sharing in equal groups, making equal groups, putting into equal groups, dividing in half, missing factor, opposite of multiplication, etc…
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NEW TEKS IN 5TH GRADE

● Concrete understanding of multiplying decimals from grade 7 to grade 5
● Added comparison symbols
● Added the use of expanded notation and numerals to represent decimals
● Added the use of standard algorithm for multiplying 3 digit by 2 digit
● Added the use of strategies for multi-digit division and the standard algorithm
● Extended the dividend to a four digit number
● Added the use of area models
● Added the types of strategies (ie: place value, properties of operations, and relationships of multiplication of whole numbers)
● Added concrete understanding of dividing decimals from grade 7 to grade 5
● Limited quotients to hundredths
● Limited the division of decimals to four digit dividends and two-digit whole numbers
● Added the use of objects and pictorial models including area models
● Added the addition and subtraction of fractions with unlike denominators (use of objects and pictorial models)
● Added the concrete understanding of multiplication of a whole number and a fraction (use of objects and pictorial models)
● Added the concrete understanding of division of a whole number and a fraction (use of objects and pictorial models)
● Added the addition and subtraction of positive rational numbers. Meaning of positive rational numbers.
● Added expressions and simplifying of expressions without exponents to include up to two levels of grouping.
● Added measuring in cubic units from grade 3/4
● Limited volume to rectangular prisms
● Limited lengths of sides to whole numbers
● Added the introduction and use of stem and leaf plots and dot plots
● Added use of ordered pairs found in an “input-output” table.
● Added discrete paired data on a scatterplot
● Added the detail of categorical and numerical data
● Added the use of data sets of measurements in fractions and decimals

1ST 9 WEEKS (WEEK 6) - 5TH GRADE SKILLS BLOCK

· Multiplication/Division Fact Fluency-each student is working on activities to support their individual goal

· Mini-Lessons for Math Practice pg 35: Digit Place – After playing a few times, can adjust numbers to more or less digits. For most students, 3 digits is challenging.

· Personal Financial Literacy Lessons – Lesson 1: The Case of the Disappearing Paycheck – See Eduphoria – Skills Block Folder

Teacher Created addition/subtraction activities involving numbers from the thousands to hundred thousands ( discuss similarities/differences in strategies and being efficient)
WATCH EXAMPLES OF STUDENTS' THINKING

One example below. More if you click the link.

Using questioning to assess a student's math reasoning skills -- Marisa