# Maximize ALL Students Mathematical Learning through the use of Powerful Instructional Strategies and Techniques

Save this PDF as:

Size: px
Start display at page:

Download "Maximize ALL Students Mathematical Learning through the use of Powerful Instructional Strategies and Techniques"

## Transcription

1 Maximize ALL Students Mathematical Learning through the use of Powerful Instructional Strategies and Techniques Webinar Series Sponsored by the New Jersey Department of Education- Office of Special Education Programs Presented By Dr. Paul J. Riccomini

2 The Language of Mathematics Teach It! Learn It! Use It!

3 Language of Mathematics Introduction & Background Mathematical Proficiency Vocabulary and Assessments Language of Mathematics Strategies for Teaching Essential Vocabulary

4 Mathematical Proficiency Defined National Research Council (2002) defines proficiency as: 1. Understanding mathematics 2. Computing Fluently 3. Applying concepts to solve problems 4. Reasoning logically 5. Engaging and communicating with mathematics

5 CCSS for Mathematical Practice The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important processes and proficiencies with longstanding importance in mathematics education. More information found here: (CCSS, 2010)

6 CCSS for Mathematical Practices 1. Make sense of complex problems and persevere in solving them. 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. (CCSS, 2010) 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. (CCSS, 2010)

7 Common Core State Standards 6. Attend to precision. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

8 Learning Outcomes of CCSS-MP (McCallum, 2011)

9 Learning Outcomes of CCSS-MP These are BIG challenges for students with disabilities and those that are struggling. It will only happen if it is purposefully facilitated through teacher INSTRUCTION!

10 Mathematical Proficiency Mathematical vocabulary can have significant positive and/or negative impact on students mathematical performance

11 Mathematical Vocabulary Mathematics can be thought of as a language that must be meaningful if students are to communicate mathematically and apply mathematics productively. Vocabulary development is crucial to any experience involving language Vocabulary is central to mathematical literacy

12 How s OUR Vocabulary???? Define the following terms: Numerator Denominator

13 How s OUR Vocabulary???? Define the following terms: Numerator Denominator Top Number Bottom Number

14 How s OUR Vocabulary???? Define the following terms: Numerator Denominator That has nothing to do with what numerator and denominator mean! Top Number Bottom Number

15 Bonus Vocabulary Question Bonus: What is the name of this symbol? 1.29

16 Bonus Vocabulary Question Bonus: What is the name of this symbol? 1.29 vinculum

17 Teaching Vocabulary Students at-risk and/or with learning disabilities: often use short sentences with poor word pronunciations have limited receptive and expressive vocabularies are poor readers and do not tend to read on their own

18 General Vocabulary Instruction General Guidelines for Math Instruction 1. Establish a list of vocabulary for each subject area or unit 2. Evaluate comprehension of mathematics vocabulary on a periodic basis 3. Probe students previous knowledge and usage of important terms before it is introduced during instruction 4. Frame the context for new mathematics vocabulary Adams, 2003

19 General Vocabulary Instruction Guidelines for Math Instruction 5. Develop an environment where mathematics vocabulary is a normal part of instruction, curriculum, and assessment 6. Encourage students to ask about terms they don t know 7. Teach students how to find meanings of vocabulary words (e.g., dictionary, internet, notes, etc) Adams, 2003

20 Vocabulary Impacts Proficiency Clearly, an individual s vocabulary recognition and knowledge are vital components to become mathematically proficient When students struggle to learn important math vocabulary, teachers must employ evidenced-based instructional practices to help ALL students become successful.

21 Vocabulary Essential Questions Vocabulary Instruction 1. How are you teaching math vocabulary? 2. How are you facilitating the learning and remembering of math vocabulary? 3. Does each teacher have an established list of essential vocabulary for the year or per unit? 4. Are you testing math vocabulary regularly? 5. Are you practicing using math vocabulary throughout the course of the year?

22 Classroom Application Activity Identify 2-3 essential vocabulary words that seem to be challenging for students to learn in your upcoming math lessons and or unit. These words will be targeted for the application of vocabulary strategies we learn today.

23 Instructional Strategies 1. Writing about Mathematics Attribute Charts/Tables Venn Diagrams Word Banks 2. Explicitly Teach New Vocabulary 3. Concept Maps Frayer Model 4. Mnemonic Instruction Keyword Strategy

24 #1 Writing About Mathematics Attribution Charts or Tables Gives students opportunity to use mathematical terminology in written form Helps define and identify important attributes and/or characteristics Relates math terms to real world applications Increases engagement

26 #1 Attribution Chart Completed by Student Rubenstein & Thompson (2002). p. 110 What are some misconceptions with this student s understanding of parallelogram?

27 #1 Venn Diagrams

28 Classroom Application Activity Develop an attribution chart and/or Venn Diagram that you can use to accentuate/highlight the critical attributes of the vocabulary word(s) that you selected. Use the next time!

29 Writing About Mathematics Support writing through focused & targeted writing tasks. Write about the term FRACTION using the following terms: Number, whole, numerator, and denominator Describe the term CIRCLE using the terms: chord, diameter, radius, center Develop on for one of your selected vocabulary words

30 Teaching Mathematical Vocabulary 1. Concept maps a. Frayer Model 2. Mnemonic Instruction a. Keyword Mnemonic Strategy

31 Concept Maps/Graphic Organizers Concepts maps are visuals (sometimes called graphic organizers) that assist students in remembering information Use to help students learn important attributes, remember steps in a problem and important formulas

32 Frayer Model The Frayer Model is a graphical organizer with 4 sections Helps students with word analysis and vocabulary building. Helps students create and organized visual reference for vocabulary Produces a paper product that can be revisited easily and quickly throughout the year using a variety of activities

33 Frayer Model The framework of the model prompts students to think about and describe the meaning of a word or concept in four parts Defining the term, Describing its essential characteristics, Providing examples of the idea, and Offering non-examples of the idea.

34 Example Frayer Model

35 Example Frayer Model

36 Using the Frayer Model Four Steps : 1. Explain the Frayer model graphical organizer to the class. Provide a model using a familiar term/concept. 2. Select a list of key concepts from a math Chapter you just taught. 3. Divide the class into student pairs. Assign each pair one of the key concepts and have complete the four-square organizer for this concept. 4. Ask the student pairs to share their conclusions with the entire class. Use these presentations to review the entire list of key concepts.

37 Classroom Application Activity Using one of the essential vocabulary words that you identified during the first breakout activity, develop a Frayer Model Using the Frayer Model Learning Sheet provided. As you are developing the Frayer model, think about the ways in which you might use it in your lessons. Use it in your next lesson!

38 Mnemonic Strategies Are devices, such as formulas or rhymes, used as aids in remembering. Mnemonics are instructional strategies suited for students who have difficulties focusing attention and exhibit poor motivation. Mnemonics are enjoyable, engaging, and highly successful.

39 Mnemonics are most effective when They are used to reinforce objectives to remember specific content. They are directly & explicitly taught and practiced (e.g., I DO We DO Two Do You DO) They are combined with comprehension instruction. They are included with application activities. It is an effective strategy for ALL Students!!!!!

40 Types of Mnemonic Strategies Pegword Method Letter Strategies Keyword Method

41 Example of Keyword Mnemonic Testing your Disney character knowledge. Identify which one is Chip and which one is Dale from the picture below.

42 Keyword Mnemonic Strategy Used to strengthen the connection between a new word and its associated information. Three ways to put information into a more meaningful and memorable forms (Reconstructive Elaborations) 1. Keyword method (acoustic reconstructions)-using similar-sounding keywords. 2. Symbolic Reconstructions- abstract information is reconstructed into a symbolic picture. 3. Pictorial or mimetic reconstructions- used to remember familiar or concrete information.

43 Perpendicular (purple dictionary)

44 Perpendicular (purple dictionary)

45 Parallel Lines (Pair of Elves)

46 Ray (run away)

47 Ray (run away)

48 Classroom Application Activity Using one of the essential vocabulary words that you identified during the first breakout activity, develop a Keyword Mnemonic using the learning sheet provided. As you are developing the Frayer model, think about the ways in which you might use it in your lessons.

49 Summary Keyword Recode unfamiliar word to an acoustically similar but familiar word or keyword. Relate the the keyword in an interactive picture with the to-be-remembered information Retrieve the new definition by thinking of the keyword and what was happening in the interactive picture

50 Summary Math Vocabulary Understanding of essential mathematical vocabulary is essential for students to become proficient Some students will struggle with learning vocabulary; therefore, teachers must use evidenced-based practices to teach vocabulary Attribution Charts and Venn Diagrams The Frayer Model and the Keyword strategy offer teachers an instructional practice that is effective for all students

51 Vocabulary Essential Questions Vocabulary Instruction Essential Questions 1. How are you teaching math vocabulary? 2. How are you facilitating the learning and remembering of math vocabulary? 3. Does each teacher have an established list of essential vocabulary for the year or per unit? 4. Are you testing math vocabulary regularly? 5. Are you practicing using math vocabulary throughout the course of the year?

52 Contact Information Paul J. Questions?

### ELL Considerations for Common Core-Aligned Tasks in Mathematics

ELL Considerations for Common Core-Aligned Tasks in Mathematics In order to develop proficiency in the Standard for Mathematical Practice 3 (Construct Viable Arguments and Critique the Reasoning of Others)

### Grade 3. Classroom Challenge A Formative Assessment Lesson. Rounding Riddles

Grade 3 Classroom Challenge A Formative Assessment Lesson Rounding Riddles 1 Teacher Guide Grade 3 Lesson: Rounding Riddles Introduction This Classroom Challenge has been modeled after the secondary level

### Upon successful completion of this course you should be able to

University of Massachusetts, Amherst Math 113 Math for Elementary School Teachers I Fall 2011 Syllabus of Objectives and Learning Outcomes Overview of the Course This is a mathematics content course which

### Overview. Essential Questions. Precalculus, Quarter 2, Unit 2.5 Proving Trigonometric Identities. Number of instruction days: 5 7 (1 day = 53 minutes)

Precalculus, Quarter, Unit.5 Proving Trigonometric Identities Overview Number of instruction days: 5 7 (1 day = 53 minutes) Content to Be Learned Verify proofs of Pythagorean identities. Apply Pythagorean,

### Alignment. Guide. to the K 8 Standards for Mathematical Practice

Alignment Guide to the K 8 Standards for Mathematical Practice The Standards for Mathematical Practice More Than a Label The Common Core State Standards are made up of two main parts: The Standards for

### Building a Bridge to Academic Vocabulary in Mathematics

Building a Bridge to Academic Vocabulary in Mathematics AISD Elementary Mathematics Department How Students Develop a Repertoire of Academic English in Mathematics Developed and researched by the AISD

### Common Core Standards for Mathematics Alignment to Early Numeracy

Common Core Standards for Mathematics Alignment to Early Numeracy The Common Core State Standards (http://www.corestandards.org/ ) provide a consistent, clear understanding of what students are expected

### Performance Assessment Task Peanuts and Ducks Grade 2. Common Core State Standards Math - Content Standards

Performance Assessment Task Peanuts and Ducks Grade 2 The task challenges a student to demonstrate understanding of concepts involved in addition and subtraction. A student must be fluent with addition

### 6-12 ELA and Mathematics Guidelines address student rights to high quality literacy, including written expression, and mathematics instruction.

The Tennessee Department of Education supports a comprehensive and cohesive English Language Arts (ELA) and mathematics program of study for all 6-12 students. Programs should be consistent with the Common

### a. Assuming your pattern continues, explain how you would build the 10 th figure.

Tile Patterns 1. The first 3 s in a pattern are shown below. Draw the 4 th and 5 th s. 1 st Figure 2 nd Figure 3 rd Figure 4 th Figure 5 th Figure a. Assuming your pattern continues, explain how you would

### Grade Five Lesson Plan: What Makes a Number Odd or Even?

Grade Five Lesson Plan: What Makes a Number Odd or Even? Note: Defining odd and even is not a grade five standard. The example lesson is meant to focus on the reasoning and explaining practices, not the

Algebra II, Quarter 1, Unit 1.3 Quadratic Functions: Complex Numbers Overview Number of instruction days: 12-14 (1 day = 53 minutes) Content to Be Learned Mathematical Practices to Be Integrated Develop

### Comparing Fractions and Decimals

Grade 4 Mathematics, Quarter 4, Unit 4.1 Comparing Fractions and Decimals Overview Number of Instructional Days: 10 (1 day = 45 60 minutes) Content to be Learned Explore and reason about how a number representing

### Polygons and Area. Overview. Grade 6 Mathematics, Quarter 4, Unit 4.1. Number of instructional days: 12 (1 day = minutes)

Grade 6 Mathematics, Quarter 4, Unit 4.1 Polygons and Area Overview Number of instructional days: 12 (1 day = 45 60 minutes) Content to be learned Calculate the area of polygons by composing into rectangles

### NCTM NCATE Standards (2012) Secondary (Initial Preparation)

1 (Initial Preparation) Standard 1: Content Knowledge Effective teachers of secondary mathematics demonstrate and apply knowledge of major mathematics concepts, algorithms, procedures, connections, and

### PA Common Core Standards Standards for Mathematical Practice Grade Level Emphasis*

Habits of Mind of a Productive Thinker Make sense of problems and persevere in solving them. Attend to precision. PA Common Core Standards The Pennsylvania Common Core Standards cannot be viewed and addressed

### G C.3 Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a quadrilateral inscribed in a circle.

Performance Assessment Task Circle and Squares Grade 10 This task challenges a student to analyze characteristics of 2 dimensional shapes to develop mathematical arguments about geometric relationships.

### Integer Operations. Overview. Grade 7 Mathematics, Quarter 1, Unit 1.1. Number of Instructional Days: 15 (1 day = 45 minutes) Essential Questions

Grade 7 Mathematics, Quarter 1, Unit 1.1 Integer Operations Overview Number of Instructional Days: 15 (1 day = 45 minutes) Content to Be Learned Describe situations in which opposites combine to make zero.

### Performance Assessment Task Which Shape? Grade 3. Common Core State Standards Math - Content Standards

Performance Assessment Task Which Shape? Grade 3 This task challenges a student to use knowledge of geometrical attributes (such as angle size, number of angles, number of sides, and parallel sides) to

### Area and Circumference of Circles

Teacher Created Materials 21208 Focused Mathematics Student Guided Practice Book of Circles Learning Objectives Geometry Know the formulas for the area and circumference of a circle and use them to solve

### This lesson introduces students to decimals.

NATIONAL MATH + SCIENCE INITIATIVE Elementary Math Introduction to Decimals LEVEL Grade Five OBJECTIVES Students will compare fractions to decimals. explore and build decimal models. MATERIALS AND RESOURCES

### Explicit Instruction: Strategies for Meaningful Direct Teaching Author: Jennifer L. Goeke

Explicit Instruction: Strategies for Meaningful Direct Teaching Author: Jennifer L. Goeke ISBN-10: 0205533280 ISBN-13: 9780205533282 Publisher: Merrill / Pearson Copyright: 2009 Format: Paper; 144 pp Published:

### Unit 1: Place value and operations with whole numbers and decimals

Unit 1: Place value and operations with whole numbers and decimals Content Area: Mathematics Course(s): Generic Course Time Period: 1st Marking Period Length: 10 Weeks Status: Published Unit Overview Students

### Reading Comprehension: Strategies for Elementary and Secondary School Students

Running head: READING COMPREHENSION Reading Comprehension: Strategies for Elementary and Secondary School Students Michele Harvey Harvey_mw@amherst.k12.va.us 225 Farmdale Drive Madison Heights, VA 24572

### Standards for Mathematical Practice: Commentary and Elaborations for 6 8

Standards for Mathematical Practice: Commentary and Elaborations for 6 8 c Illustrative Mathematics 6 May 2014 Suggested citation: Illustrative Mathematics. (2014, May 6). Standards for Mathematical Practice:

### Composing and Decomposing Whole Numbers

Grade 2 Mathematics, Quarter 1, Unit 1.1 Composing and Decomposing Whole Numbers Overview Number of instructional days: 10 (1 day = 45 60 minutes) Content to be learned Demonstrate understanding of mathematical

### 6/13/2014. CCSSM Student Math Practices. Smarter Balanced Math Claims. Principles to Actions: Ensuring Mathematical Success for All

Principles to Actions: Ensuring Mathematical Success for All Mark Freed Mathematics Specialist Oregon Department of Education COSA Seaside Conference June 19, 2014 CCSSM Student Math Practices 1. Making

### #1 Make sense of problems and persevere in solving them.

#1 Make sense of problems and persevere in solving them. 1. Make sense of problems and persevere in solving them. Interpret and make meaning of the problem looking for starting points. Analyze what is

### Place Value (What is is the Value of of the the Place?)

Place Value (What is is the Value of of the the Place?) Second Grade Formative Assessment Lesson Lesson Designed and revised by Kentucky Department of Education Mathematics Specialists Field-tested by

### Standards for Mathematical Practice in Kindergarten

Standards for Mathematical Practice in Kindergarten The Common Core State Standards for Mathematical Practice are expected to be integrated into every mathematics lesson for all students Grades K-12. Below

### Overview. Essential Questions. Grade 7 Mathematics, Quarter 4, Unit 4.2 Probability of Compound Events. Number of instruction days: 8 10

Probability of Compound Events Number of instruction days: 8 10 Overview Content to Be Learned Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Understand

### Overview. Essential Questions. Grade 7 Mathematics, Quarter 3, Unit 3.3 Area and Circumference of Circles. Number of instruction days: 3 5

Area and Circumference of Circles Number of instruction days: 3 5 Overview Content to Be Learned Develop an understanding of the formulas for the area and circumference of a circle. Explore the relationship

### Relationship of Addition and Subtraction

Relationship of Addition and Subtraction Student Probe Michael had 8 baseball cards. At his birthday party he received 5 more baseball cards. How many baseball cards does Michael have now? Ask the student

### Overview. Essential Questions. Grade 5 Mathematics, Quarter 3, Unit 3.1 Adding and Subtracting Decimals

Adding and Subtracting Decimals Overview Number of instruction days: 12 14 (1 day = 90 minutes) Content to Be Learned Add and subtract decimals to the hundredths. Use concrete models, drawings, and strategies

### Connected Mathematics Project (CMP3)

Connected Mathematics Project (CMP3) Common Core State Standards (CCSS) Mathematics Curriculum Materials Analysis Project Supported by the Council of Chief State School Officers, Brookhill Foundation,

### Mathematics Curriculum Guide Precalculus 2015-16. Page 1 of 12

Mathematics Curriculum Guide Precalculus 2015-16 Page 1 of 12 Paramount Unified School District High School Math Curriculum Guides 2015 16 In 2015 16, PUSD will continue to implement the Standards by providing

### Making Sense of the Standards for Mathematical Practice

Making Sense of the Standards for Mathematical Practice Juliana Belding Harvard University MassMATE 2012 Symposium: Teacher Leaders Making it Happen: Bringing the Guiding Principles and Standards for Mathematical

### Grade 3 Unit 7 Geometry and Measurement Mathematics

Number of Days: 18 Unit Goals Stage 1 Traditional: April 27 May 20; Track B: June 8 July 1 (17 days) Unit Description: In Unit 7 the students reason with shapes and their attributes, including perimeter

### ISBN:

OnlineResources This work is protected by United States copyright laws and is provided solely for the use of teachers and administrators in teaching courses and assessing student learning in their classes

### Grade Level Year Total Points Core Points % At Standard 9 2003 10 5 7 %

Performance Assessment Task Number Towers Grade 9 The task challenges a student to demonstrate understanding of the concepts of algebraic properties and representations. A student must make sense of the

### Course Title: Math Grade Level: Fourth

Course Title: Math Grade Level: Fourth Math - Fourth Page 1 2.1 Numbers, Number Systems and Number Relationships: A. Use expanded notation to represent whole numbers or decimals. B. Apply number theory

### STANDARDS FOR MATHEMATICAL PRACTICE

STANDARDS FOR MATHEMATICAL PRACTICE Exploring Putting the Practices Into Action Presenter: Cecile M. Carlton, Educational Consultant Cecile.carlton@comcast.net 17 March 2014 Goal for this session Provide

### Feedback / Marking Policy. Rationale

Feedback / Marking Policy This policy sets out how staff at Stoberry Park School intend to ensure that verbal feedback and written marking is an integral part of both our formative and summative assessment

### William Floyd Union Free School District. A Parent s Math Resource Guide to Kindergarten Mathematics

William Floyd Union Free School District A Parent s Math Resource Guide to Kindergarten Mathematics Dear Parents, The Parent s Math Resource Guide is a resource to assist you in becoming familiar with

Understanding Your Child s First Grade Report Card Santa Monica-Malibu Unified School District is now using the Common Core State Standards (CCSS) in English language arts and mathematics. Your child s

### Unit 2 Module 3: Generating Examples and Nonexamples

Unit 2 Module 3: Generating Examples and Nonexamples Section 1 Slide 1 Title Slide Welcome to the third module in the Vocabulary Instructional Routines unit, Generating Examples and Nonexamples. Slide

### ELEMENTARY MATHEMATICS CONTENT STANDARDS

a) Core Content Area Knowledge ELEMENTARY MATHEMATICS CONTENT STANDARDS ISBE 23 Illinois Administrative Code 20.120 Subtitle A Subchapter b Section 20.120 Mathematics Standards for Elementary Teachers

### Accessibility Strategies for Mathematics

Accessibility Strategies for Mathematics "Equity does not mean that every student should receive identical instruction; instead, it demands that reasonable and appropriate accommodations be made as needed

### Common Core State Standards. Standards for Mathematical Practices Progression through Grade Levels

Standard for Mathematical Practice 1: Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for

### Overview. Essential Questions. Algebra I, Quarter 1, Unit 1.2 Interpreting and Applying Algebraic Expressions

Algebra I, Quarter 1, Unit 1.2 Interpreting and Applying Algebraic Expressions Overview Number of instruction days: 6 8 (1 day = 53 minutes) Content to Be Learned Write and interpret an expression from

### Learning to Teach the Common Core

Learning to Teach the Common Core Deborah Loewenberg Ball* November 28, 2011 *With grateful acknowledgements to Hyman Bass, Laurie Sleep, and Mark Thames. What is so important about the Common Core State

### Solving Equations with One Variable

Grade 8 Mathematics, Quarter 1, Unit 1.1 Solving Equations with One Variable Overview Number of Instructional Days: 15 (1 day = 45 minutes) Content to Be Learned Solve linear equations in one variable

### Carroll County Public Schools Elementary Mathematics Instructional Guide (5 th Grade) Unit #4 : Division of Whole Numbers and Measurement

Background Information and Research By fifth grade, students should understand that division can mean equal sharing or partitioning of equal groups or arrays. They should also understand that it is the

### Mathematics Connecticut Preschool Standards to Common Core State Standards Continuum. Preschool - Kindergarten

Mathematics Connecticut Preschool Standards to Common Core State Standards Continuum Preschool - Kindergarten Connecticut Preschool-Kindergarten Standards Continuum for Mathematics On July 7, 2010, with

### Performance Assessment Task Picking Fractions Grade 4. Common Core State Standards Math - Content Standards

Performance Assessment Task Picking Fractions Grade 4 The task challenges a student to demonstrate understanding of the concept of equivalent fractions. A student must understand how the number and size

### Carroll County Public Schools Elementary Mathematics Instructional Guide (5 th Grade) August-September (12 days) Unit #1 : Geometry

Carroll County Public Schools Elementary Mathematics Instructional Guide (5 th Grade) Common Core and Research from the CCSS Progression Documents Geometry Students learn to analyze and relate categories

### THE EFFECT OF USING FRAYER MODEL ON STUDENTS VOCABULARY MASTERY. * Ellis EkawatiNahampun. ** Berlin Sibarani. Abstract

THE EFFECT OF USING FRAYER MODEL ON STUDENTS VOCABULARY MASTERY * Ellis EkawatiNahampun ** Berlin Sibarani Abstract This study was conducted as an attempt to find out the effect of using Frayer Model on

### Pythagorean Theorem. Overview. Grade 8 Mathematics, Quarter 3, Unit 3.1. Number of instructional days: 15 (1 day = minutes) Essential questions

Grade 8 Mathematics, Quarter 3, Unit 3.1 Pythagorean Theorem Overview Number of instructional days: 15 (1 day = 45 60 minutes) Content to be learned Prove the Pythagorean Theorem. Given three side lengths,

### Numbers and Operations

Grade 7 MATH Unit Number 1 Numbers and Operations Title Big Ideas/Enduring Understandings Problems can be solved easier when using variety of equivalent forms. All numbers fall within the real number system.

### Teaching Academic Vocabulary in the Math Classroom

Teaching Academic Vocabulary in the Math Classroom Presented by: Sonia Dominguez Laura Miller Expectations Prepare your cell phones Take care of yourself and those around you Stay focused Learn by doing

### Classworks Common Core Transition Guide. South Carolina 4th Grade Mathematics

Classworks Common Core Transition Guide South Carolina 4th Mathematics OFFICIALLY ENDORSED Classworks Common Core Transition Guide - BETA Making The Transition With the increased rigor, the transition

### ELL Considerations for Common Core-Aligned Tasks in English Language Arts

ELL Considerations for Common Core-Aligned Tasks in English Language Arts A substantial body of research clearly indicates that utilizing specific instructional modifications as well as targeted pedagogical

### Texas Assessment of Knowledge and Skills (TAKS) 6th Grade

Texas Assessment of Knowledge and Skills (TAKS) 6th Grade 98 99 100 Grade 6 Mathematics TAKS Objectives and TEKS Student Expectations TAKS Objective 1 The student will demonstrate an understanding of numbers,

### Solving Equations with Algebra Tiles and Expression Mats

Solving Equations with Algebra Tiles and Epression Mats MCTM Spring Conference April 26 27, 2013 La Fher-Comfort, Math Teacher Westwood Middle School Spring Lake Park, MN All problems are from Core Connections

### Overview. Essential Questions. Grade 5 Mathematics, Quarter 3, Unit 3.2 Multiplying and Dividing With Decimals

Multiplying and Dividing With Decimals Overview Number of instruction days: 9 11 (1 day = 90 minutes) Content to Be Learned Multiply decimals to hundredths. Divide decimals to hundredths. Use models, drawings,

### Copyright 2013 CTB/McGraw-Hill LLC. 1

TerraNova, Third Edition Science and Social Studies Joan Buzick DRC/CTB Assessment Consultant Organizing for Assessment Success Today s Webinar Objectives Why test Science and Social Studies with TerraNova3

### Thematic Connections:

Thematic Connections: With the emergence of the Common Core State Standards and new legislation overhauling the teacher evaluation process in many states, schools are confronted with two important measures

### Problem of the Month The Shape of Things

Problem of the Month The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards:

### Common Core Standards Mission Statement

Common Core Standards Mission Statement http://www.corestandards.org/the-standards/mathematics/introduction/how-to-read-thegrade-level-standards/ The Common Core State Standards provide a consistent, clear

Understanding Your Child s Third Grade Report Card Santa Monica-Malibu Unified School District is now using the Common Core State Standards (CCSS) in English language arts and mathematics. Your child s

### Unit 2 Grade 8 Representing Patterns in Multiple Ways

Unit 2 Grade 8 Representing Patterns in Multiple Ways Lesson Outline BIG PICTURE Students will: represent linear growing patterns (where the terms are whole numbers) using graphs, algebraic expressions,

### Unit Plan Components. Appropriate Length of Time. Unit Name: Addition and Subtraction to 20. Common Core Standards

Unit Plan Components Big Goal Standards Big Ideas Unpacked Standards Scaffolded Learning Resources Appropriate Length of Time Aligned Assessment Comments This unit plan identifies a big goal for the overall

### College Preparatory Mathematics. How does it align to CCSS and Math Best Practices?

College Preparatory Mathematics { How does it align to CCSS and Math Best Practices? CPM hasn t changed the look of math in the classroom, { Common Core State Standards has. Standards are clear on the

### TABE 9&10 Alignment to Common Core State Standards

TABE 9&10 Alignment to Common Core State Standards Developed and published by CTB/McGraw-Hill LLC, 20 Ryan Ranch Road, Monterey, CA 93940-5703. Copyright 2014 by CTB/McGraw-Hill LLC. Common Core State

### ISBN:

OnlineResources This work is protected by United States copyright laws and is provided solely for the use of teachers and administrators in teaching courses and assessing student learning in their classes

### R I A C M E T O R I Z A T O I N

R I M E A C T O R I Z A T I O N reater than ess than 22 7 3.14 In Juan s backyard, there are two trees, a maple tree and a pine tree. Juan knows the height of the pine tree is 5.25 feet. On a sunny day,

### Building Mathematical Vocabulary in Primary Classrooms

Building Mathematical Vocabulary in Primary Classrooms Becky Paasch, Second Grade Teacher Erin Kleber, Third Grade Teacher Pat Glubka, Teaching and Learning Specialist Dixon Elementary - Brookfield, WI

### ISBN:

OnlineResources This work is protected by United States copyright laws and is provided solely for the use of teachers and administrators in teaching courses and assessing student learning in their classes

### Prime and Composite Numbers

Prime and Composite Numbers Student Probe Is 27 a prime number or a composite number? Is 17 a prime number or a composite number? Answer: 27 is a composite number, because it has factors other than 1 and

### Overview. Essential Questions. Grade 4 Mathematics, Quarter 3, Unit 3.3 Multiplying Fractions by a Whole Number

Multiplying Fractions by a Whole Number Overview Number of instruction days: 8 10 (1 day = 90 minutes) Content to Be Learned Understand that a fraction can be written as a multiple of unit fractions with

### Excel Math Fourth Grade Standards for Mathematical Practice

Excel Math Fourth Grade Standards for Mathematical Practice The Common Core State Standards for Mathematical Practice are integrated into Excel Math lessons. Below are some examples of how we include these

### Grade 4 Number & Operations in Base Ten 4.NBT.1-3

THE NEWARK PUBLIC SCHOOLS THE OFFICE OF MATHEMATICS Grade 4 Number & Operations in Base Ten 4.NBT.1-3 2012 COMMON CORE STATE STANDARDS ALIGNED MODULES 2012 COMMON CORE STATE STANDARDS ALIGNED MODULES THE

### Grade 7 Pre-AP Math Unit 1. Numbers and Operations *CISD Safety Net Standards: 7.3B. Suggested Time Frame. 1 st Six Weeks 15 Days

Numbers and Operations *CISD Safety Net Standards: 7.3B 7.3B Title Big Ideas/Enduring Understandings Problems can be solved easier when using variety of equivalent forms. All numbers fall within the real

### Gary School Community Corporation Mathematics Department Unit Document. Unit Number: 3 Grade: 4

Gary School Community Corporation Mathematics Department Unit Document Unit Number: 3 Grade: 4 Unit Name: Measurement with Angles and Rectangles Duration of Unit: 20 Days UNIT FOCUS In this unit, students

### Developing Language, Speaking, and Listening Skills

Developing Language, Speaking, and Listening Skills As you learned in the first module of this course, literacy has several key components. In Module 3, we looked primarily at how comprehending texts is

### DENTAL IMPRESSIONS TARGET COMMON CORE STATE STANDARD(S) IN MATHEMATICS: N-Q.1:

This task was developed by high school and postsecondary mathematics and health sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career

### Overview. Essential Questions. Grade 8 Mathematics, Quarter 4, Unit 4.3 Finding Volume of Cones, Cylinders, and Spheres

Cylinders, and Spheres Number of instruction days: 6 8 Overview Content to Be Learned Evaluate the cube root of small perfect cubes. Simplify problems using the formulas for the volumes of cones, cylinders,

### There are basically three options available for overcoming barriers to learning:

COGNITIVE SKILLS DEVELOPMENT Teacher Introduction Determining Your Students Weaknesses (Excerpts from article by Dr. Ken Gibson, Founder and CEO of LearningRx) Do you have students who struggle to understand

### UNIT TITLE: UNIT TITLE: Addition and Subtraction within 20 GRADE: 1st TIME: 9 weeks

Domain: Operations and Algebraic Thinking Cluster 1: Represent and solve problems involving addition and subtraction (OA.1.1, 1.2). Cluster 2: Understand and apply properties of operations and the relationship

### Program Overview. This guide discusses Language Central for Math s program components, instructional design, and lesson features.

Program Overview Introduction This guide discusses Language Central for Math s program components, instructional design, and lesson features. What is Language Central for Math? Program Components Language

### High School Functions Building Functions Build a function that models a relationship between two quantities.

Performance Assessment Task Coffee Grade 10 This task challenges a student to represent a context by constructing two equations from a table. A student must be able to solve two equations with two unknowns

### Helping English Language Learners Understand Content Area Texts

Helping English Language Learners Understand Content Area Texts English language learners (ELLs) experience intense problems in content area learning because they have not yet acquired the language proficiency

### Junior Mathematical Processes, Problem Solving & Big Ideas by Strand

Junior Mathematical Processes, Problem Solving & Big Ideas by Strand Adapted from: The Ontario Curriculum Grades 1 8 Revised Mathematics 2005, Number Sense and Numeration Grades 4-6, Measurement Grades

### CHAPTER I INTRODUCTION. One of important components in learning a language is vocabulary. This is

CHAPTER I INTRODUCTION 1.1 Basic Consideration. One of important components in learning a language is vocabulary. This is supported by Nunan (1999: 101) who sates that vocabulary is more than lists of

### The Role of Language Arts in a Successful STEM Education Program

The Role of Language Arts in a Successful STEM Education Program George DeBoer, AAAS Project 2061 Elaine Carman, The College Board Christopher Lazzaro, The College Board Introduction and Agenda Welcome

### Understand the Concepts of Ratios and Unit Rates to Solve Real-World Problems

Grade 6 Mathematics, Quarter 2, Unit 2.1 Understand the Concepts of Ratios and Unit Rates to Solve Real-World Problems Overview Number of instructional days: 10 (1 day = 45 60 minutes) Content to be learned

### Mathematics Principles and practice

Mathematics Principles and practice What can learning in mathematics enable children and young people to achieve? Mathematics is important in our everyday life, allowing us to make sense of the world around