# Elementary Math Newsletter

### February 29th - March 11th

## Ramblings of Jennifer & Stephanie...

*Team Leaders and Spotlight Teachers, please make sure to forward this newsletter onto your team members and any SPED support teachers that you feel could benefit from this information.*

**Don't Forget! In Forethought under Curriculum Resources there is a section titled, Math Training Documents 2015-2016. New documents have been added for each grade level including Station Creation activities.**

## Highlighting Process Skills

Recently, I found a document that lumped the process TEKS into two categories that really made sense to me. The categories are __Tools to Know__ and __Ways to Show__. Information about these two categories are below:

__Tools to Know (TEKS 1A, 1B & 1C)__

- Represent the strategies and structures a student uses to access learning.
- How do I access and learn the content?

Tools to Know is where kids use math in everyday situations and use QDPAC and math tools in order to solve problems.

__Ways to Show (TEKS 1D, 1E, 1F & 1G)__

- Represents the way a student demonstrates understanding/communicates knowledge
- How do I demonstrate that I know and can apply the concept/content?

Ways to Show is where kids communicate their mathematical ideas, relate informal language to math language, make generalizations and justify their thinking.

I encourage you all to make it a point during planning to think about how you are addressing these process TEKS each week. Students have to be using these process skills daily in the classroom as they interact with math content.

## Don't Forget!

- February 29th through March 4th - STAAR Simulation & March Benchmark Window

- March 8th - 2nd Grade Data Meeting
- March 14th - Pi Day

## Kindergarten

For the weeks of February 29th - March 11th, students are going to work on identifying and comparing measureable attributes of objects. The TEKS focus for the next two weeks is TEKS K.7A & K.7B. Take a look at the unpacked TEKS above and reminders below to help you plan the lessons for this week.

__Reminders:__

- Students may give many examples of measurable attributes but the focus is on length, capacity, and weight.
- Length comparison language: longer, shorter or the same as
- Capacity comparison language: holds more, holds less or holds the same
- Weight comparison language: heavier than, lighter than or equal to

## 1st Grade

For the next two weeks, 1st Graders are going to work on collecting data, sorting data, and organizing data using T-charts and tally marks. (TEKS 1.8A, 1.8B & 1.8C) Students will then use the data they collect to create picture and bar-type graphs. Finally, students will use graphs to answer questions, draw conclusions, and generate questions. Take a look at the unpacked TEKS above and the reminders below to help you plan lessons for the next two weeks.

__Reminders:__

- These TEKS should not be taught in isolation. If I am collecting data, I will organize it, then I will create a graph with the data, and finally I will draw conclusions about the data I collected. It's all embedded together.
- Make sure all graphs created are purposeful. Are we figuring out something? Are we telling people something? Are we answering a question? Remember that a graph is a type of representation to organize and communicate math information. Give the math purpose.
- Think beyond graphing for just color or size. Try to make the graphs your students create be about real world problems or questions and not just about stuff or objects.
- Let students gather data by conducting a survey.
- Make both vertical and horizontal graphs.
- Drawing conclusions from data in graphs means that students can look at a graph and make inferences based on the information. Think, "Based on the information in the graph, I think or I wonder..."

## 2nd Grade

For the weeks of February 29th - March 11th, students will be learning how to add and subtract 3-digit numbers (TEKS 2.4B). Take a look at the unpacked TEKS above, the CPA calendar, and reminders below to help plan your lessons for the next two weeks.

__Reminders:__

- Students in 2nd grade DO NOT have to use the standard algorithm to add or subtract numbers.
- The goal is for students to be flexible in the method they use to solve addition and subtraction problems and to fluently be able to carry out the method to get the correct answer.
- Teachers are responsible for teaching students multiple ways to add numbers such as: Front-end addition, open number lines, pictorial models, and the standard algorithm.
- Teachers are responsible for teaching students multiple ways to subtract numbers such as: base-ten/concrete models, pictorial models, number lines, mental models, and the standard algorithm.
- The standard algorithm should be the LAST method introduced to students (It is the most abstract). Students should have lots of experience adding/subtracting using concrete models and pictorial models before being introduced to the standard algorithm.
- Use base ten blocks when teaching the multiple ways to add and subtract especially when students are learning the regrouping process.
- Students are to be solving addition and subtraction problems within context (either verbally or in a story problem).
- Make sure to check addition and subtraction by adding/subtracting again using a different method or by using the inverse operation.
- Remember that each addition and subtraction problem given on a worksheet is actually two problems if students check their computation.

## 3rd Grade

For the weeks of February 29th - March 11th, students will be reviewing how to summarize data in pictographs and bar graphs and learning how to summarize data using frequency tables and dot plots. Students will also be solving one- and two-step problems using data represented by different types of graphs, frequency tables, or dot plots. The TEKS focus for the next two weeks is TEKS 3.8A & 3.8B. Take a look at the unpacked TEKS above, the CPA calendar, and reminders below to help plan your lessons for the next two weeks.

__Reminders:__

- Students should always create a frequency table before creating a graph or dot plot.
- Students have been working with tally charts and frequency tables since 1st grade, however they have not been introduced to the term "frequency table".
- Students begin working with pictographs in Kindergarten and bar graphs in 1st grade.
- This is the 1st year students are introduced to dot plots.
- Dots on dot plots may represent one count or multiple counts if so noted.
- Students have been drawing conclusions and answering questions about data in graphs since Kindergarten.
- Make sure that each time you create a frequency table, dot plot, or graph that students are answering questions about the data.
- These TEKS should not be taught in isolation. If I am collecting data, I will organize it, then I will create a graph with the data, and finally I will draw conclusions about the data I collected. It's all embedded together.
- Make sure all graphs created are purposeful. Are we figuring out something? Are we telling people something? Are we answering a question? Remember that a graph is a type of representation to organize and communicate math information. Give the math purpose.
- Think beyond graphing for just color or size. Try to make the graphs your students create be about real world problems or questions and not just about stuff or objects.
- Let students gather data by conducting a survey.
- Make both vertical and horizontal graphs.
- PISD students demonstrated 82% mastery on TEKS 3.8A and 61% mastery on TEKS 3.8B on STAAR last year.

## 4th Grade

For the week of February 29th - March 4th, students will continue to compare fractions and learn how to identify equivalent fractions. The TEKS focus this week is 4.3C & 4.3D. Take a look at the unpacked TEKS above, the CPA calendar, and reminders below to help plan your lessons for this week.

__Reminders__

- TEKS 4.3D requires students to compare two fractions using symbols.
- Students may or may not have pictorial models to compare fractions.
- Do NOT use cross multiplication to compare fractions. Ask your spotlight math teacher why!
- Methods to compare fractions include: Common denominators, common numerators, benchmark fractions of 1/2 and 1, or finding a common denominator.
- Students in 3rd grade identified equivalent fractions on number lines and with pictorial models.
- To get an equivalent fraction, multiply (or divide) the numerator and denominator by the same nonzero whole number.
- PISD students demonstrated 89% mastery on TEKS 4.3D on STAAR last year.

For the week of March 7th - March 11th, students will represent and solve addition and subtraction of fractions and identify fractions and decimals on number lines. The TEKS focus this week is 4.3E, 4.3F & 4.3G. Take a look at the unpacked TEKS above, the CPA calendar, and reminders below to help plan your lessons for this week.

__Reminders__

- Addition and Subtraction of fractions TEKS states that students must use objects and pictorial models that build to a number line to represent and solve problems.
- Objects that build to the number line include fraction strips and fraction bars. Pictorial models include strip diagrams.
- Make sure to add and subtract fractions greater than one.
- Make sure to find points on a number line which include fractions greater than one.
- The focus of TEKS 4.3G is not just identifying the fraction. Students need to understand they are finding the distance between 0 and the point on the number line.
- PISD students demonstrated 72% mastery on TEKS 4.3E on STAAR last year.