Vanessa Walker PVSD vwalkerpvsdk12caus Goal for tonight To provide you with some background knowledge and provide an overview of the tools and models that your child will be using with the math curriculum ID: 718068
Download Presentation The PPT/PDF document "Tools/Models for Engage ny" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
Tools/Modelsfor Engage ny
Vanessa Walker PVSD
vwalker@pvsd.k12.ca.usSlide2
Goal for tonight:To provide you with some background knowledge and provide an overview of the tools and models that your child will be using with the math curriculum.
Slide3
Background InformationSlide4
Preparing Students for Algebra
Through Numbers
and
OperationsSlide5
Preparing Students for Algebra Requires Three
Shifts in Mathematics
Focus
:
Concentrate where
the standards
focus.
Coherence
:
Think
across grades, and
link
to major topics.
Rigor
:
In major topics, pursue
conceptual
understanding,
procedural skill and
fluency
,
and
application.Slide6
Solid Conceptual Understanding
Teach more than
“
how to get the answer
”
and instead support students
’ ability to access concepts from a number of perspectivesStudents are able to see math as more than a set of mnemonics or discrete proceduresConceptual understanding supports the other aspects of rigor (fluency and application)Slide7
Supporting Mathematical UnderstandingSlide8
Engage ny Most Lessons Include:
Fluency Practice
- activity to build fluency in a concept
Application Problem-
word problems- apply math to daily lifeConcept Development- main objective of the lesson is taught here
Problem Set-
student practice sheetStudent Debrief- provides students with the opportunity to discuss what they have learnedExit Ticket- formative assessment Homework- is just like the problem setSlide9
Vocabulary
Vocabulary:
Decomposing
& Composing
Numbers
Break numbers down into their sub-parts: This concept is used across grade levels.Decompose numbers into tensHow any number can be created using a variety of addends (numbers).For example 5 can be represented by:
0+5; 1 + 4; 2+2 +1; 3 + 2; 5 +0; …Slide10
Tools/Models of Engage ny
Ten Frame
(TK-3
rd
)Arrays & Area Models (1st
-5
th )Base Ten Blocks & Bundles (K-2nd)Number Bonds (K-5th)Tape Diagram (1st-5th)Number Line (K-5th)Number Path/Towers (TK-1st)Place Value Chart (2nd-5th)Number Disks (2nd-5th)Slide11
Ten FrameArrays & Area ModelsSlide12
TK, Kinder & 1
st
5th Grade
2
nd
-4th GradeSlide13
TK - 1st GradeCounting, Addition, & Subtraction
Uses the
5-frame & 10-frame
to set the foundation of decomposing numbers Slide14
2nd GradeRepeated Addition Slide15
Multiplication 3rd Grade
13 x 23Slide16
Multiplication 4th Grade
26 x 34
34
(20 + 6) x (30 + 4)
x 26(6 x 34) + (20 x 34) 24
(6 x 4) + (6 x 30) + (20 x 4) + (20+ 30) 180
80 600 884 30 4 6 20 18 tens or 180 24 6 hundreds or 600 8 tens or 80Slide17
Division Slide18
Ants MarchingThe ants are marching in the annual parade. There
are 12
ants.
They
must march in equal rows and each rowmust have more than one ant.• Show all the different ways the ants can march in the parade.
• How many different ways can they march? Explain your answer.Slide19
Number Bonds (K – 5th Grade)
Tape Diagrams
(1
st
– 5th Grade)Pictorial representation of part-part-whole relationshipSlide20
Number Bond Primary GradeSlide21
Number Bond Upper Grades
198 + 54 =
2 + 52
198 + 2 = 200
200 + 52 = 252
Slide22
Tape Diagram –Bar Modelsused frequently with word Problems Slide23
John, Emma, and Alice each had 10 raisins. John ate 3 raisins, Emma ate 4 raisins, and Alice ate 5 raisins.
How may raisins do they each have now?
Write a number bond and a number sentence for each.Slide24
Mathew has 14 blue marbles. His blue marbles make-up two-fifths of his total number of marbles. How many marbles does Mathew have?
2/5
14
2 = 14 1 = 7
5 = 5 x 7 = 35Slide25
Number Line & Place Value Chart(& Number Chips)Slide26
Number LinePrimary GradesSlide27
Number LineUpper GradesSlide28
Place Value ChartSlide29
FluencySlide30
Required Fluencies in K-6Slide31
What Support Can Be Offered at Home?
Continue to support students in memorizing basic math facts.
Ask your child to review the day’s lesson by reviewing the problem set with them.
Solve the problem using traditional methods then prove any added information.
Read the newsletter that goes along with the topic.
Homework should provide an opportunity for “practice.”Slide32
TO
HELP STUDENTS
RETELL
Questions
to pose
:
How
did you solve the problem?
What did you do?
What
strategy did you use?
What math words did you use or learn?
What were the steps involved?
What did you learn today?
What do(es) __________________ mean to you
?Slide33
Prompts to use: I solved the problem by … The math words I used were …
The steps I followed were …
My strategy was successful because …
Explain to a young child or someone that wasn’t involved …
Draw a picture to show how you solved the problem.Slide34
PVSD Website
http://
www.pvsd.k12.ca.us/site/default.aspx?PageID=1Slide35
Let’s Solve Some Problems
Bella spilled some pencils on the carpet. Bill came over to help her pick them up.
Bill found 5 pencils under the desk and Bell found 4 by the door.
How many pencils did they find together?
Use a ten frame, draw a math picture, write a number sentence (equation) that tells about the story. Slide36
Multiplication: use an Array to Solve
26 x 48
40 8
20 20 x 40 = 800
20 x 8 = 160
6 x 40 = 240
6 6 x 8 = 48 1248Slide37
Rigor & Depth of Knowledge (DOK)
DOK
Level
Title of Level
1
Recall & Reproduction
Memorize, Repeat, List2Skills & ConceptsClassify, Compare, Summarize3Strategic ThinkingDevelop a logical argument, Critique4Extended ThinkingAnalyze, Create, ProveSlide38
Fractions5th Grade
https://www.engageny.org/resource/grade-5-math-visual-model-representations-tape-diagram-and-area-model-5nf1-and-5nf4a