Math Stuff #10
Highlighting some Math Ideas and Strategies
WHY IS MATH DIFFERENT NOW?
Thank you Mrs. Mullen for tweeting this video.
2nd - 9 WEEKS (WEEK 5) - 3RD GRADE SKILLS BLOCK
* Continue addition /subtraction fact fluency- each student is working on activities to support their individual goal
* Continue Circles & Stars Activity
* Begin discussions about understanding multiplication/division story problems. Focus on the key ideas of reading a story problem and then being able to retell it from memory. Partners retell the story to each other, listening for discrepancies or do they agree. Re-read and retell until both partners agree on what the story means. Then act out/model the story with manipulatives. Do not continue to an answer to each problem at this stage. The thinking process is the most important part at this phase. Does the story have 3 groups of 6 or 6 groups of 3? Do we know the total or is that what we are trying to figure out? Which piece of information is the missing piece or piece I have to solve for?
* Begin Multiplying by 10- This skill is the foundation for multiplying larger numbers-Do NOT use the phrase “put a 0 on the end” It is imperative that students develop an understanding of why the zero is on the end when multiplying by ten. See Eduphoria for lessons
2nd - 9 WEEKS (WEEK 5) - 4TH GRADE SKILLS BLOCK
* Multiplication Fact Fluency-each student is working on activities to support their individual goal
* Continue Input/Output Tables as well as representing amounts of money
* Repeat Close to 1,000 or extend it to Close to 10,000
2nd - 9 WEEKS (WEEK 5)- 5TH GRADE SKILLS BLOCK
* Multiplication/Division Fact Fluency-each student is working on activities to support their individual goal
* Wipeout Game – See Eduphoria – 2nd Nine Weeks - Skills Block tab for how to play -
* Create Fraction Kit – See Eduphoria – 2nd Nine Weeks – Skills Block tab for instructions – Students will need to keep their kit to use throughout the nine weeks – It is important for students to create their own kit instead of using pre-made kits so they can build understanding of fractions. As students fold and cut twelfths, conversations can help dispel misconceptions that twelfths are large pieces because 12 is a larger number. Inversely, many students believe halves are small pieces because 2 is a small number.