Computational Strategies for Addition and Subtraction: Student Reactions & Implications Math Alliance DeAnn Huinker and Beth Schefelker May 11, 2010.

Slides:

Advertisements

Similar presentations

M ATH I NTERVENTION - T EN F RAMES Presented by Diane Burtchin, Rossford Schools Adapted from the book It Makes Sense! Using Ten Frames to Build Number.

Advertisements

Welcome to Day 3 Please be seated in groups of 4.  Like grade bands  Mixed schools  New faces Introduce yourself to your table members.

Teachers Talking About Teaching Mathematics Evaluator of NCETM small grant project – The Economy of Teaching Mathematics Dave Hewitt Senior Lecturer in.

Please sit at the table color and number that you selected! Use your set of FRACTION STRIPS! Pink: whole Green:halves, fourths, eighths Yellow:thirds,

Learning to Lead Effectively Laura Maly Astrid Fossum Pandora Bedford Cynthia Cuellar Rodriguez Math Teacher Leader Training May 2010.

Making Sense of Division National Council of Teachers of Mathematics Salt Lake City, Utah April 12, 2008 Beth Schefelker Milwaukee Public Schools Melissa.

Computational Fluency Flexible & Accessible Strategies for Multi-digit Addition and Subtraction Math AllianceMarch 30, 2010 Beth Schefelker and DeAnn Huinker.

The Empty Number Line: A Model For Thinking Math Alliance DeAnn Huinker & Beth Schefelker April 27, 2010.

Big Ideas and Problem Solving in Junior Math Instruction

BUILDING PARTNERSHIPS FOR STUDENT ACHIEVEMENT 1. Opportunities to strengthen existing school partnerships for student achievement WELCOME & SESSION OVERVIEW.

This is a powerpoint presentation To activate this slide show On a PC: -Click on the tab entitled “Slide Show”. Then click the first icon called “From.

1 Overview of Class #7 Comments about course Continue work with base ten blocks – modeling decimals Analysis of student thinking using samples of students’

Theme 2: Expanding Assessment and Evaluation for FNMI Students Goal #1: First Nations, Métis and Inuit student achievement is increased as measured by.

Math AP Meeting January 20, 2015 Presenter: Simi Minhas Math Achievement Coach, CFN204.

Studying and Learning By: Lexi Kadel. What is Critical Thinking Critical thinking is being able to read, evaluate the information, and apply it. Critical.

1 Our Approach to Lesson Study María E. Torres Summer, 2004.

Portfolios: A Useful Resource For All Cynthia Cuellar Astrid Fossum Beth Schefelker The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee.

Mathematical Practices.  Goals today: ◦ Become familiar with the Mathematical Practices and what they mean and look like in instruction ◦ Addition.

Facilitating the B.R.C. Classroom Dan Petterson, Ed.D Please work with others on the crossword puzzle on the tables -

K-8 Math Alliance Green River Regional Educational Cooperative February 2-5, 2009.

1 Math CAMPPP 2012 Breakout Session 2 Gr Session Goals Participants will have the opportunity to explore and discuss Representations and meanings.

PLMLC Leadership Series London Region Day 1 Ellen Walters, YCDSB Shelley Yearley, TLDSB Monday February 28, 2011.

ACADEMIC CONVERSATIONS

1 K-8 Mathematics Standards Content Training Decimal Understanding.

Insert cartoon Math Alliance – Teaching All Learners Summer 2011 Beth Schefelker Chris Guthrie Melissa Hedges Quantitative Analysis (Q.A): Surfacing.

Mathematics Leadership Community Matamata Principals and Lead Teachers Term Honor

SEPTEMBER 14, 2010 JUDY WINN, BETH SCHEFELKER, & MELISSA HEDGES Teaching Math to All Learners with Differentiation for Students with Special Need.

Content-Area Writing Chapter 10 Writing for Tests and Assessments Darcey Helmick EIWP 2013.

Conceptualizing the Distributive Property Math Alliance June 1, 2010 Melissa Hedges Beth Schefelker And DeAnn Huinker.

ATL’s in the Personal Project

Reasoning with Rational Numbers (Fractions) ‏ Originally from: Math Alliance Project July 20, 2010 DeAnn Huinker, Chris Guthrie, Melissa Hedges,& Beth.

1 Overview of Class #7 Teaching Segment #3: Warm-up problem Introduction to base-ten blocks Analysis of student thinking using samples of students’ written.

Collaborative Conversations Making Connections: Addressing Students’ Misconceptions in Statistics December 6, 2011 Maryann Fitzgerald Beth Shefelker Judy.

1 Math CAMPPP 2012 Breakout Session 2 Gr Session Goals Participants will have the opportunity to explore and discuss Representations and meanings.

Time to Support PGES. Think and Share Let’s say a new teacher’s management skills result in a loss of instructional time. To solve the problem you ask.

Successful Students Superior StandardsSupportive School Climate Day 3.

SOUTH DAKOTA COUNTS LEADERSHIP INSTITUTE Brookings, SD

Understand the purpose and benefits of guiding instructional design through the review of student work. Practice a protocol for.

Math Alliance February 15 and March Judy WinnBeth Schefelker, Melissa Hedges Exploring Rigid Motion: Symmetry.

A Parent’s Guide to Formative Assessment Communication is Key! Education is shared between the home and the school. Good communication is important as.

+ Revisiting Collaboration and RtI October 11, 2011 Math Alliance Teaching All Learners Judy Winn Beth Schefelker Mary Ann Fitzgerald.

Connecting Division to Multiplication for Larger Numbers

Computational Fluency: Connecting Place Value Ideas to Addition Algorithms Math Alliance March 16, 2009 DeAnn Huinker and Beth Schefelker.

Phase IV: Taking Action and Monitoring Implementation and Impact.

Leadership: Session #1 Creating an Environment for Mathematical Success.

Activity 1. Think Back to Activity 1 (Imagine you are having a practical exam) You will complete an independent, timed activity for a grade. Once you.

Balanced Assessment in the Classroom. Review the Balanced Assessment Survey Packet page 26.

Compare Numbers to 120 Unit of Study: Strengthening Critical Area: Place Value Global Concept Guide: 1 of 3.

Reading Club Fridays BY: PUJA GHELANI, SAMANA HUSAIN, HELEN FISHER.

Nuclear power. Lesson Starter Write down any information you know about the use of nuclear power. Do you think nuclear power is a good idea and should.

Instructional Strategies to Engage Urban Learners Insert Facilitator Names Here.

13 strategies to use Powerpoint to support active learning in classroom.

Math Alliance Teaching All Learners Summer 2011 Beth Schefelker Melissa Hedges Chris Guthrie.

Collaborative Grouping 6-12 Math Teachers. Workshop Outcomes Participants will gain effective strategies for forming and facilitating a classroom culture.

Building Effective Relationships That Lead to Instructional Change in Mathematics Classrooms National Council of Supervisors of Mathematics San Diego,

Introduction to the Framework

Facilitator’s Agenda 4:30-5:15 – Reengage with content/4 questions 5:15-5:35 – Welcome, Materials, Moving articles, etc. 5:35-6:05 – Number Talk (Dot Pattern)

Framed by the Distributive Property

The Learner Centered Classroom

Teacher This presentation describes the location of reflective learning opportunities in the Teaching menu. Please allow about 5 minutes to go through.

Number Talks: An Instructional Strategy used to Create a Classroom Culture of Listening, Sharing and Flexible Thinking Core Mathematics Partnership.

Teaching Mathematics To All Learners

Introduction to Common Core State Standards for Mathematics

THINKING ABOUT DIFFERENTIATION.

Exploring Explicit Instruction: Think Aloud

What is OAK 2? Operations and Algebraic Thinking - OA K-2

Understanding the Common Core State Standards in Practice

Exploring Daily Check-In Meetings

How students learn Build on previously learned materials

Learning Strategies: Daily Literacy Activity

Presentation transcript:

Computational Strategies for Addition and Subtraction: Student Reactions & Implications Math Alliance DeAnn Huinker and Beth Schefelker May 11, 2010

Learning Intention and Success Criteria We will be learning to …share insights gained from working with students on addition and subtraction multi-digit computation. We will be successful when…we make connections between the work we’ve done with students and their ability to develop understanding of addition and subtraction algorithms.

Forming 8 Groups Count off by eights Form eight “standing” groups around the room, one group per number 1-8

Sharing Insights and Implications N umber yourself within your group from 1 to 4. Remember your assigned number.

Engaging In Conversations You will have minutes to discuss a question. All group members should be engaged in the conversation and have a clear understanding of your group’s conversation. When time is up, two number cards will be drawn. The two people assigned to the numbers drawn will move clockwise to join a new group.

Developing A New Group Once you have joined your new group. Use 1- 2 minutes to exchange ideas from the conversation you just completed with your previous group. What connections can you make as you share information? Get ready for a new question!

Question 1 As you reflect on working with students on the empty number line, how did your students respond?

Question 2 Consider all of the different strategies we’ve explored…which have you tried with students successfully?

Question 3 What mathematical insights have you gained about your students’ understandings of multi-digit addition and subtraction strategies?

Question 4 As an adult learner of mathematics, what shifts have you made in your knowledge and understanding of addition and subtraction computation strategies?

Insights, connections and comments from group discussions… As you reflect on working with students on the empty number line, how did your students respond? What are the mathematical insights you gained about your students’ understandings of multi-digit addition and subtraction strategies? Consider all of the different strategies we’ve explored…which have you tried with students successfully? As an adult learner of mathematics, what shifts have you made in your knowledge and understanding of addition and subtraction computation strategies?

What are your next steps? How will you communicate these ideas to teachers in your building? How will you share these ideas with parents? How will you help students monitor their own understanding of multi-digit addition and subtraction strategies?