Elementary Math Coaches/Contacts Meeting STEM & Instructional Resources Broward County Public Schools September 16, 2013

Elementary Math Updates Pacing Guides : ThinkCentral Q & A

K – 5, Number and Operations in Base Ten

K – 5 NBT: Overview (p. 2 – 4) What is the importance of position in the Base-10 system? What is the difference between a computation algorithm and a computation strategy? How do the mathematical practices connect to NBT?

Consider the problem: How would students in early grades, before learning the standard algorithm, solve this?

Kindergarten

MACC.K.NBT

Kindergarten: NBT Progression (p. 5) What do Kindergarten students need to be able to do by the end of the grade? What are some strategies suggested in the progression to accomplish mastery? What are the common misconceptions mentioned in the progression? What can be done to assist students?

What would be appropriate questions to ask students?

1 st Grade

MACC.1.NBT

1 st Grade: NBT Progression (p ) What do 1 st Grade students need to be able to do by the end of the grade? What are some strategies suggested in the progression to accomplish mastery? What are the common misconceptions mentioned in the progression? What can be done to assist students?

What would be appropriate questions to ask students?

Consider the problem: How would students in early grades, before learning the standard algorithm, solve this?

2 nd Grade

MACC.2.NBT

2 nd Grade: NBT Progression (p ) What do 2 nd Grade students need to be able to do by the end of the grade? What are some strategies suggested in the progression to accomplish mastery? What are the common misconceptions mentioned in the progression? What can be done to assist students?

What would be appropriate questions to ask students?

Consider the problem: How would students in early grades, before learning the standard algorithm, solve this? ? = 75

BLAST Grade 1: NBT.1 Professional Development Modules: Clark County School

Time to explore content: Inside Mathematics Georgia DOE Florida DOE Learnzillion Illustrative Mathematics PARCC

K – 5, Number and Operations in Base Ten

Consider the problem: How would students in early grades, before learning the standard algorithm, solve this? 39 x 11

3 rd Grade

MACC.3.NBT

3 rd Grade: NBT Progression (p. 11) What do 3 rd Grade students need to be able to do by the end of the grade? What are some strategies suggested in the progression to accomplish mastery? What are the common misconceptions mentioned in the progression? What can be done to assist students?

What would be appropriate questions to ask students?

Explain how when rounding to the nearest 100 the answer could be 0? When rounding to the nearest tenth could the solution be a whole number? Why or why not? How would a student in 3 rd grade be expected to solve ?

4 th Grade

MACC.4.NBT

4 th Grade: NBT Progression (p ) What do 4 th Grade students need to be able to do by the end of the grade? What are some strategies suggested in the progression to accomplish mastery? What are the common misconceptions mentioned in the progression? What can be done to assist students?

Explain how to use the area model to multiply…to divide. Explain how to use partial products to multiply. What connections do these methods have to the standard algorithms? Explain how to use partitioning to divide.

Consider the problems: What are the answers to these problems? Why? How would you explain? 0 ÷ 5 and 5 ÷ 0

What would be appropriate questions to ask students?

Consider the problem: How would students in early grades, before learning the standard algorithm, solve this? 4 x 27

5 th Grade

MACC.5.NBT

5 th Grade: NBT Progression (p ) What do 5 th Grade students need to be able to do by the end of the grade? What are some strategies suggested in the progression to accomplish mastery? What are the common misconceptions mentioned in the progression? What can be done to assist students?

Explain how to use partial quotients to divide. Explain how fractions can help with multiplying decimals. What connections do these methods have to the standard algorithms? How does estimating assist in multiplying decimals?

What would be appropriate questions to ask students?

Consider the problem: How would students in early grades, before learning the standard algorithm, solve this? 188 ÷ 4

K – 5 NBT: Extending beyond Grade 5 (p. 19) What are the fluency expectations for 6 th grade? Which standard in 5 th grade assists with Scientific Notation in 8 th grade? How does multiplication of whole numbers relate to multiplying polynomials? What is a polynomial?

BLAST Grade 3: NBT.1- 3 Professional Development Modules: Clark County School

Time to explore content: Inside Mathematics Georgia DOE Florida DOE Learnzillion Illustrative Mathematics PARCC