Math Stuff #7
Highlighting some Math Ideas and Strategies
Mathematical Process Standards
The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:
A. Apply mathematics to problems arising in everyday life, society, and the workplace
B. Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and reasonableness of the solution
C. Select tools, including real objects, manipulatives, paper and pencil, and technology, as appropriate, and techniques including mental math, estimation, and number sense, as appropriate, to solve problems.
D. Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs and language as appropriate
E. Create and use representations to organize, record, and communicate mathematical ideas
F. Analyze mathematical relationships to connect and communicate mathematical ideas
G. Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written and oral communication
2nd - 9 WEEKS (WEEK 2) - 3RD GRADE SKILLS BLOCK
* Subtraction Fact Fluency Test based on new Fact Fluency Expectations – Identify weak strategies for students to focus on – Begin Goal Setting
* Continue work on understanding story problems by reading, retelling, modeling/acting out, and choose the operation. Do a sorting activity in which students sort problems into the operation they would use and write the equation that matches. Do not solve for the answer. See Unit 3 pg 203 for more information.
* Using Relationships to Solve Problems- Practice the skills of adding multiples of 10 and 100 without having to compute on paper & the skill of using what you know about one problem to solve another problem. Sometimes lists of problems are related and you don’t have to solve each problem separately. Have discussions about developing our flexibility with strategies by using the relationship of the first problem to solve the second problem. Teacher choice from SAB Unit 3 pg 5, 37, 45, & 53
2nd - 9 WEEKS (WEEK 2) - 4TH GRADE SKILLS BLOCK
* Multiplication Fact Fluency-each student is working on activities to support their individual goal
* After teaching Unit 5 Session 3.3: Repeat Changing places game from Session 1.3 except use the 10,000 chart instead of 100 chart
* Number of the Day-Use numbers from 1,000 to 100,000 – Students create as many equations as they can to represent the given number. Teacher can give limitations to encourage flexibility such as: must use multiplication in equation, must use two operations, must use a multiple of 10 in the equation, must go past the target number and come back to it, etc…
2nd - 9 WEEKS (WEEK 2)- 5TH GRADE SKILLS BLOCK
* Multiplication/Division Fact Fluency-each student is working on activities to support their individual goal
* Investigations Unit 6 Session 1.3 – Decimals on Number lines
* Investigations Unit 6 Session 1.4 – Decimals In Between
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Tim D'Amico - Math Coach
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