1. Office of Curriculum,Instruction, and Professional Learning Division of Teaching and Learning Date Elementary Science Meets Elementary Mathematics Metric Relationships: Scales, Models, and Measurement Nadya Awadallah, Citywide Instructional Specialist – Elementary Science Kerry Cunningham, Citywide Instructional Specialist – Elementary Mathematics March 21, 2016

2. 2 From http://developmentdiaries.com/participate-gefi-globi-drawing-campaign/ WELCOME!

3. Session Outcomes Teachers will be able to…. Develop an understanding of the natural connections between the Common Core Learning Standards for Mathematics and the NYCDOE K-5 Science Scope and Sequence. Experience meaningful science and math integration activities that focus on specific skills and conceptual understanding that support the NYCDOE Scope and Sequence. Understand the connections between Common Core Learning Standards for Mathematics and the NYCDOE Scope and Sequence through Lesson Planning

5. Norms for Collaboration 1.Promoting a Spirit of Inquiry and Balancing Advocacy 2.Pausing 3.Paraphrasing 4.Probing 5.Putting Ideas on the Table 6.Paying Attention to Self and Others 7.Presuming Positive Intentions

6. What is Measurement? Measurement can be defined as the process of assigning a number to a magnitude of some attribute of an object, such as its length, relative to a unit. These attributes are continuous quantities.

7. Why Teach Measurement? Measurement is one of the most useful mathematics contents strands because it is an important component in everything from occupational tasks to life skills for mathematically literate citizens. Measurement is used extensively in the elementary years and beyond. The metric measurement system reinforces our base ten system. Unfortunately, typical measurement instruction in the U.S. is taught in a rote fashion as a discrete skill. In International comparisons. U.S. students’ performance in measurement is very low. 7

8. Big Ideas In Measurement Measurement plays an important role in science. Scientifically thinking often involves the analysis of numerical data that has been collected for a particular purpose. The metric system is the preferred system of the measurement of science. While U.S. customary units are still the main system of measurement in the United States for non-scientific measuring, most of the world uses the metric system. 8

9. Big Ideas in Science Measurements of the properties of objects and substances and events help to communicate information about such things as their length, volume, temperature, mass, weight, force, time, and so on. The modern version of the metric system is called the System International d’Unites, abbreviated SI. SI uses base units for length, mass, time, temperature, electric current, luminous (light) intensity, and amount of a substance. SI uses derived units for all other quantities such as for work, force and power. Accuracy in measuring plays an important role in the collection of data and evidence. 9

10. How do we measure? Three main steps: 1.Select a (quantitative) property of the item you wish to measure. 2.Determine an appropriate unit of measurement. 3.Use an appropriate tool to make the measurement.

11. CCLS-M Content Standards for Measurement and Data K Describe and compare measurable attributes Classify objects and count the number of objects in each category. 1 st Measure lengths indirectly and by iterating length units. Represent and interpret data. 2 nd Measure and estimate lengths in standard units. Relate addition and subtraction to length. Represent and interpret data. 11

12. CCLS-M Content Standards for Measurement and Data 3 rd Solve problems involving measurement and estimation of intervals of time, liquid volumes and masses of objects. Represent and interpret data. Geometric measurement: understand concepts of area and relate area to multiplication and to addition. Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures. 12

13. CCLS-M Content Standards for Measurement and Data 4 th Solve problems involving measurement and conversions of measurement from a larger unit to a smaller unit. Represent and interpret data. Geometric measurement: understand concepts of angle and measure angles. 13

14. CCLS-M Content Standards for Measurement and Data 5 th Convert like measurement units within a given measurement system. (5cm to 0.05m) Represent and interpret data. Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition. 14

15. Engaging in Measurement Activities

16. Introduction to Measurement Activity Make a list of attributes that could be used to describe the rock. Some of these attributes might be measureable, and some might not. How do we determine what we can measure? If you were to compare different rocks using each of the measurable attributes you listed in problem, what units would you use? How could you measure these properties?

17. Activity Linking Science with Math K-4

18. View and Analyze Classroom Episode: Go Carts While You Watch As you watch this video, consider the following questions: 1.What evidence do you see of students using scientific skills and thinking as they conduct their investigations, interpret their data, reflect on their predictions, and discuss and write their complex conclusions? 2.What modeling and scaffolding for interpreting data and making and writing complex conclusions do you observe in this classroom and this teacher’s instruction that would meet the learning needs of students who: Are learning English? Are served in special education programs? Meet state academic standards? Exceed state academic standards? 18

19. LUNCH 19

20. Deep Dive Planning Your Integrating Mathematics and Science Lesson 20

21. Evaluation Thank you for your attention and commitment. We look forward to seeing you again in session 4! Please complete the evaluation using the link that was emailed. Your feedback is very important and will be used to inform the next session.

22. 22 Linda Curtis-Bey LCurtis@schools.nyc.gov Executive Director – STEM LCurtis@schools.nyc.gov Greg Borman GBorman@schools.nyc.gov Director of Science Nadya Awadallah NAwadal@schools.nyc.gov Citywide Instructional Lead – Elementary School Science NAwadal@schools.nyc.gov Carol Teig CMosess@schools.nyc.gov Director of Mathematics Kerry Cunningham KCunnin@schools.nyc.gov Citywide Instructional Lead – Elementary Mathematics 22 The Elementary Science and Math Team

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