Mathematics at PS 29. Presented by Molly Dubow, Hana Pardon and Kim Van Duzer


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1 Mathematics at PS 29 Presented by Molly Dubow, Hana Pardon and Kim Van Duzer
2 Agenda Introductions Try Some Math: Convincing a Skeptic Our Beliefs about Teaching Math at PS 29 Our Curriculum and Teaching Methods Common Core State Standards Overview Major Math Work by Grade Looking Closely at Number and Operations in Base Ten across Grades Homework: How can you support mathematical thinking at home?
3 Convincing a Skeptic To convince someone: Give your first idea. Give a specific reason to support your idea. Respond to questions from a skeptic with more specific reasons. To be a skeptic, ask: How do you know? Why does that make it true? Do you have any other reasons? When you are convinced, say, OK, you convinced me.
4 Convincing a Skeptic 1. Construct a square with exactly ¼ the area of the original square. Convince your partner that it is a square and has ¼ of the area. 2. Construct a triangle with exactly ¼ the area of the original square. Convince your partner that it is a triangle and it has ¼ of the area. 3. Construct a triangle with exactly ⅛ the area of the original square. Convince your partner that it is a triangle and it has ⅛ of the area.
5 Our Beliefs about Teaching Math at PS 29 Everyone can learn math. Math is about making sense. Conceptual understanding is more powerful than procedural understanding. Tools, visuals, and models help build understanding. Discussion helps deepen thinking.
6 Our Beliefs about Teaching Math at PS 29 Once there is conceptual understanding, fluency is important. Students should have ownership over their own math learning. Choice of tools Choice of representations
7 Our Curriculum and Teaching Methods Kindergarten: TERC Investigations, Engage NY, and Kathy Richardson s Developing Number Concepts series Grades 15: Engage NY, supplemented with teachercreated lessons and investigations Methods: Handson experiences, inquiry, meaningful tasks Math discussion/debate  justifying ideas Valuing kids ideas and building off of them
8 The Common Core State Standards Elementary School Domains: Counting and Cardinality (K) Operations and Algebraic Thinking (K5) Number & Operations in Base Ten (K5) Number & Operations  Fractions (35) Measurement & Data (K5) Geometry (K5)
9 The Standards of Mathematical Practice Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics.
10 The Standards of Mathematical Practice Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.
11 Major Math Work by Grade Kindergarten  1:1 correspondence, conservation of number, counting with accuracy, fluency within 5, work with numbers to gain foundation for place value, conceptual understanding of addition and subtraction 1st Grade  place value, addition and subtraction (fluency within 10, conceptual understanding up to 100) 2nd grade  place value, addition and subtraction (fluency within 20, conceptual understanding up to 1,000)
12 Major Math Work by Grade 3rd grade  multiplication and division (conceptual understanding and single digit fluency) and fractions 4th grade  multiplication and division (with up to 4digits) and fractions 5th grade  extending whole number understandings to fractions and decimals
13 Number & Operations in Base Ten  Kindergarten Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e. g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = ); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
14 Number & Operations in Base Ten  Grade 1 Add within 100, including adding a twodigit number and a onedigit number, and adding a twodigit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Understand that in adding twodigit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
15 Number & Operations in Base Ten  Grade 1
16 Number & Operations in Base Ten  Grade 2 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting threedigit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
17 Number & Operations in Base Ten  Grade 3 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
18 Number & Operations in Base Ten  Grade 4 Fluently add and subtract multidigit whole numbers using the standard algorithm.
19 Number & Operations in Base Ten  Grade 5 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
20 How can parents help with math homework? Start by asking, What do you already know about solving problems like this? Try reading the problem aloud together. Ask your child, Can you draw something or make a model that shows what s happening in the problem? Encourage perseverance  remind kids that working hard makes their brains grow! Know when to say when  set a time limit and avoid battling over homework. Remember, it s OK if there are mistakes!
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